Automotivate
The Sector Skills Agreement for the Motor Industry
Sector Skills Agreement – Stage 2 – Assessment of
Current Provision
UK Final Draft Report
August 2006
Institute of the Motor Industry
Fanshaws
Brickendon
Hertford
SG13 8PQ
01992 511521
www.motor.org.uk
Assessment of Current Provision (UK)
Page 1 of 250
July 2006
Contents
PREFACE................................................................................................................................ 10
1
EXECUTIVE SUMMARY: ASSESSING EDUCATION AND TRAINING PROVISION
FOR THE RETAIL AUTOMOTIVE SECTOR.......................................................................... 11
1.1
BACKGROUND TO THE REPORT .................................................................................... 11
1.2
ASSESSMENT OF CURRENT PROVISION - METHODOLOGY .............................................. 11
1.3
TRAINING AND WORKFORCE DEVELOPMENT IN THE AUTOMOTIVE SECTOR ..................... 12
1.3.1
Automotive Retail Sector Footprint .................................................................... 12
1.3.2
Automotive Skills................................................................................................ 12
1.3.3
Levels of Training Activity in the Automotive Sector.......................................... 13
1.3.4
Use of FE Colleges in the Automotive Sector ................................................... 13
1.3.5
Organisation of Training in the Automotive Sector ............................................ 13
1.3.6
Types of Training in the Automotive Sector....................................................... 13
1.4
MAPPING PROVISION ................................................................................................... 15
1.4.1
Provision by Level and Geographic Dispersal................................................... 15
1.4.2
All Qualifications ................................................................................................ 15
1.4.3
Qualifications by Level ....................................................................................... 15
1.4.4
Qualifications offered by Subject Area............................................................... 15
1.5
FUNDED LEARNER DATA REVIEW ................................................................................. 15
1.5.1
Northern Ireland ................................................................................................. 15
1.5.2
Wales ................................................................................................................. 16
1.5.3
Scotland ............................................................................................................. 16
1.5.4
England.............................................................................................................. 16
1.5.5
Higher Education ............................................................................................... 17
1.6
PRIVATE SECTOR TRAINING PROVISION ........................................................................ 17
1.6.1
Funding .............................................................................................................. 18
1.6.2
Drivers of Training.............................................................................................. 19
1.6.3
Occupational Drivers for Training ...................................................................... 19
1.6.4
Profitability as a Driver for Training.................................................................... 19
1.6.5
Training Plans and Budgets............................................................................... 19
1.6.6
Identifying Training Needs: Employers .............................................................. 20
1.6.7
Identifying Training Demands: Training Providers............................................. 20
1.6.8
Recruitment and Retention of Learners............................................................. 20
1.6.9
Employer Engagement ...................................................................................... 21
1.6.10
Use of Internal / External Training Schemes ..................................................... 21
1.7
QUALITY OF PROVISION ............................................................................................... 22
1.7.1
England.............................................................................................................. 22
1.7.2
Northern Ireland ................................................................................................. 22
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2
3
4
1.7.3
Scotland ............................................................................................................. 22
1.7.4
Wales ................................................................................................................. 23
1.7.5
Employer Perceptions of Quality ....................................................................... 23
1.7.6
Provider Evaluation of Training.......................................................................... 23
INTRODUCTION AND BACKGROUND TO THE REPORT ........................................... 24
2.1
BACKGROUND ............................................................................................................. 24
2.2
DATA SOURCES........................................................................................................... 25
TRAINING AND WORKFORCE DEVELOPMENT IN THE AUTOMOTIVE SECTOR ... 28
3.1
KEY MESSAGES AND ISSUES ........................................................................................ 28
3.2
THE ROLE OF AUTOMOTIVE SKILLS IN TRAINING AND WORKFORCE DEVELOPMENT ......... 28
3.3
LEVEL OF TRAINING ACTIVITY ....................................................................................... 29
3.4
TRAINING AND FE COLLEGES ....................................................................................... 31
3.5
BUSINESS PLANS AND TRAINING BUDGETS ................................................................... 31
3.6
TRAINING VOLUME....................................................................................................... 33
3.7
TYPES OF TRAINING..................................................................................................... 34
OVERVIEW OF THE FUNDED TRAINING STRUCTURE.............................................. 36
4.1
KEY MESSAGES AND ISSUES ........................................................................................ 36
4.2
METHODS OF ANALYSIS ............................................................................................... 36
4.3
STRUCTURE OF TRAINING BY COUNTRY ........................................................................ 37
4.4
ACCREDITATION ROUTES AND AWARDING BODIES ........................................................ 37
4.4.1
Automotive Skills................................................................................................ 37
4.4.2
The Institute of the Motor Industry (IMI)............................................................. 38
4.4.3
City and Guilds................................................................................................... 39
4.4.4
Edexcel .............................................................................................................. 39
4.4.5
Awarding Body Consortium ............................................................................... 39
4.4.6
Council for the Curriculum, Examinations and Assessment.............................. 39
4.4.7
Scottish Qualifications Authority ........................................................................ 39
4.5
5
6
ARMS ........................................................................................................................ 40
MAPPING PROVISION.................................................................................................... 41
5.1
KEY MESSAGES AND ISSUES ........................................................................................ 41
5.2
METHODOLOGY ........................................................................................................... 41
5.3
ALL QUALIFICATIONS ................................................................................................... 43
5.4
QUALIFICATIONS OFFERED BY LEVEL............................................................................ 44
5.5
QUALIFICATIONS OFFERED BY TYPE OF COURSE .......................................................... 45
FUNDED LEARNER DATA REVIEW.............................................................................. 47
6.1
KEY MESSAGES AND ISSUES ........................................................................................ 47
6.2
METHODOLOGY ........................................................................................................... 49
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6.3
NORTHERN IRELAND .................................................................................................... 49
6.4
WALES........................................................................................................................ 59
6.4.1
Further Education .............................................................................................. 59
6.4.2
Work Based Learning ........................................................................................ 65
6.5
6.5.1
Further Education .............................................................................................. 70
6.5.2
Work Based Learning – Scottish Enterprise...................................................... 75
6.5.3
Work Based Learning - Highlands & Islands Enterprise.................................... 79
6.6
ENGLAND .................................................................................................................... 83
6.6.1
Further Education .............................................................................................. 83
6.6.2
Achievement in Further Education..................................................................... 90
6.6.3
Funding for LSC Further Education Provision ................................................... 92
6.6.4
Work Based Learning ........................................................................................ 93
6.6.5
Achievement in Work Based Learning............................................................... 97
6.6.6
Apprenticeships and Advanced Apprenticeships ............................................ 100
6.7
7
SCOTLAND .................................................................................................................. 70
HIGHER EDUCATION .................................................................................................. 105
PRIVATE SECTOR TRAINING PROVISION ................................................................ 112
7.1
KEY MESSAGES AND ISSUES ...................................................................................... 112
7.2
METHODOLOGY ......................................................................................................... 113
7.3
INCIDENCE OF TRAINING ............................................................................................ 114
7.3.1
7.4
Characteristics of employees who received training ....................................... 116
FUNDING THE PROVISION OF TRAINING ....................................................................... 117
7.4.1
Indirect and direct costs of training .................................................................. 119
7.4.2
Increased costs of training............................................................................... 120
7.4.3
Availability of external funding ......................................................................... 121
7.4.4
Drivers of external automotive funding ............................................................ 122
7.4.5
Improving the model of public funding of provision ......................................... 122
7.5
DRIVERS OF TRAINING ............................................................................................... 123
7.5.1
Internal drivers of training ................................................................................ 123
7.5.2
External drivers of training ............................................................................... 124
7.5.3
Occupational drivers of training ....................................................................... 125
7.5.4
Profitability as a driver of training..................................................................... 127
7.6
FORMAL TRAINING PLANS AND BUDGETS .................................................................... 128
7.6.1
Training Plans .................................................................................................. 128
7.6.2
Training Budgets.............................................................................................. 128
7.6.3
Individual Training Plans.................................................................................. 129
7.7
IDENTIFYING TRAINING NEEDS: EMPLOYERS ............................................................... 130
7.7.1
Employees most likely to receive training........................................................ 130
7.7.2
Determining the type of training to be delivered .............................................. 131
7.8
IDENTIFYING TRAINING DEMANDS: TRAINING PROVIDERS ............................................ 133
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7.8.1
Types of training in demand ............................................................................ 133
7.8.2
Levels of training in demand............................................................................ 134
7.9
RECRUITMENT AND RETENTION OF LEARNERS ............................................................ 135
7.9.1
The quality of recruits....................................................................................... 137
7.9.2
Collaboration between providers ..................................................................... 138
7.9.3
Changes in sector training composition........................................................... 140
7.10
EMPLOYER ENGAGEMENT .......................................................................................... 140
7.10.1
7.11
8
Employer involvement in the design of training / courses ............................... 140
INTERNAL AND EXTERNAL TRAINING ........................................................................... 141
7.11.1
Use of internal training schemes ..................................................................... 141
7.11.2
Use of external training schemes .................................................................... 142
7.11.3
Employers using a combination of internal and external provision ................. 143
7.11.4
External provider selection processes ............................................................. 144
QUALITY OF PROVISION............................................................................................. 147
8.1
KEY MESSAGES AND ISSUES ...................................................................................... 147
8.2
INTRODUCTION .......................................................................................................... 147
8.3
ENGLAND .................................................................................................................. 147
8.3.1
Ofsted Inspection Reports ............................................................................... 148
8.3.2
Adult Learning Inspectorate (ALI) Reports ...................................................... 149
8.4
NORTHERN IRELAND: ETI REPORTS ........................................................................... 151
8.5
SCOTLAND: HMIE REPORTS ...................................................................................... 152
8.6
WALES: ESTYN REPORTS .......................................................................................... 155
8.7
EMPLOYERS’ PERCEPTIONS OF QUALITY .................................................................... 157
8.8
PROVIDER EVALUATION OF TRAINING ......................................................................... 160
9
CONCLUSIONS............................................................................................................. 161
10
APPENDICES ............................................................................................................ 164
APPENDIX 1: INSTITUTE OF THE MOTOR INDUSTRY (IMI) QUALIFICATIONS ............................... 164
APPENDIX 2: CITY AND GUILDS AUTOMOTIVE QUALIFICATIONS ............................................... 165
APPENDIX 3: ENTRY LEVEL COURSES ................................................................................... 166
APPENDIX 4: LEVEL 1 COURSES............................................................................................ 167
APPENDIX 5: LEVEL 2 COURSES............................................................................................ 168
APPENDIX 6: LEVEL 3 COURSES............................................................................................ 169
APPENDIX 7: LEVEL 4 COURSES............................................................................................ 170
APPENDIX 8: LEVEL 5-8 COURSES ........................................................................................ 171
APPENDIX 9: BICYCLE MAINTENANCE / REPAIR COURSES....................................................... 172
APPENDIX 10: MOTOR TRADE OPERATIONS COURSES ........................................................... 173
APPENDIX 11: MOTORCYCLE MAINTENANCE / REPAIR COURSES ............................................ 174
APPENDIX 12: VEHICLE ELECTRICAL / ELECTRONIC SYSTEMS COURSES ................................. 175
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APPENDIX 13: VEHICLE BODY MAINTENANCE / REPAIR COURSES ........................................... 176
APPENDIX 14: VEHICLE ENGINE MAINTENANCE / REPAIR COURSES ........................................ 177
APPENDIX 15: VEHICLE MAINTENANCE / REPAIR COURSES .................................................... 178
APPENDIX 16: VEHICLE MAINTENANCE / REPAIR / SERVICING COURSES ................................. 179
APPENDIX 17: VEHICLE STEERING / BRAKING / TRANSMISSION COURSES................................ 180
APPENDIX 18: VEHICLE WHEEL AND TYRE FITTING COURSES ................................................. 181
APPENDIX 19: VEHICLE WORKSHOP PRACTICE COURSES ...................................................... 182
APPENDIX 20: AUTOMOTIVE TRAINING PROVIDER DEPTH DISCUSSION GUIDE ......................... 183
APPENDIX 21: AUTOMOTIVE EMPLOYER DEPTH DISCUSSION GUIDE ....................................... 196
APPENDIX 22: AUTOMOTIVE EMPLOYER TELEPHONE QUESTIONNAIRE .................................... 213
APPENDIX 23: COVE FOCUS GROUP DISCUSSION GUIDE ...................................................... 229
APPENDIX 24: OVERVIEW OF STAGE 2 METHODOLOGY AND SAMPLING ................................... 231
GLOSSARY........................................................................................................................... 237
COURSES AND QUALIFICATIONS ............................................................................................ 237
Courses .......................................................................................................................... 237
Qualifications .................................................................................................................. 237
TYPES OF SKILLS ................................................................................................................. 237
Basic Skills ..................................................................................................................... 237
Core Skills ...................................................................................................................... 237
Essential Skills................................................................................................................ 238
Generic Skills.................................................................................................................. 238
Key Skills ........................................................................................................................ 238
Life Skills ........................................................................................................................ 238
Technical Skills............................................................................................................... 238
TYPES OF TRAINING PROVISION ............................................................................................ 239
External Training Provision ............................................................................................ 239
Internal Training Provision.............................................................................................. 239
Formal Training Provision .............................................................................................. 239
Informal Training Provision............................................................................................. 239
ABBREVIATIONS ................................................................................................................... 240
BIBLIOGRAPHY ................................................................................................................... 243
GENERAL ............................................................................................................................. 243
ENGLAND ............................................................................................................................. 244
SCOTLAND ........................................................................................................................... 246
WALES ................................................................................................................................ 247
NORTHERN IRELAND ............................................................................................................. 249
Assessment of Current Provision (UK)
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List of Figures
Figure 1.
Figure 2.
Figure 3.
Figure 4.
Figure 5.
Figure 6.
Figure 7.
Figure 8.
Figure 9.
Figure 10.
Figure 11.
Figure 12.
Figure 13.
Figure 14.
Figure 15.
Figure 16.
Figure 17.
Figure 18.
Data sources for Stage 2 ....................................................................................................25
Training activity in the Automotive Skills sector...................................................................30
Training activity in the Automotive Skills sector...................................................................30
Training in the Automotive Skills sector ..............................................................................31
Training in the Automotive Skills sector ..............................................................................32
Automotive Skills Employers who have a Business Plan, Training Plan or Budget............. 33
Training in the Automotive Skills sector ..............................................................................33
Types of training arranged by employers in the Automotive Sector in the last 12 months ..34
Training in the Automotive Skills sector ..............................................................................43
Level of Courses Available..............................................................................................44
Type of Courses Available ..............................................................................................45
Number of enrolments in the NI FE sector by subject area .............................................49
Number of enrolments in the NI FE sector by qualification type......................................50
Number of enrolments in the NI FE sector by age group and gender .............................50
Number of enrolments in the NI FE sector by gender .....................................................51
Number of enrolments in the NI FE sector by age group and gender .............................52
Number of enrolments in the NI FE sector by mode of attendance.................................53
Number of enrolments in the NI FE sector by mode of attendance and qualification route.
........................................................................................................................................ 54
Figure 19.
Number of enrolments in the NI FE sector by subject area .............................................54
Figure 20.
Number of enrolments in the NI FE sector by mode of attendance and subject area .....56
Figure 21.
Number of enrolments in the NI FE sector by subject area and qualification route ......... 57
Figure 22.
Number of enrolments in the NI FE sector by age group and gender .............................58
Figure 23.
Number of enrolments in the Welsh FE sector by gender ...............................................59
Figure 24.
Number of enrolments in the Welsh FE sector by demographic group ........................... 59
Figure 25.
Number of enrolments in the Welsh FE sector by ethnic group ...................................... 60
Figure 26.
Number of enrolments in the Welsh FE sector by subject area and credit level..............61
Figure 27.
Number of enrolments in the Welsh FE sector by location..............................................62
Figure 28.
Number of enrolments in the Welsh FE sector by location and course type ...................62
Figure 29.
Number of enrolments in the Welsh FE sector by location and level of study .................63
Figure 30.
Number of FE students in learning by mode of attendance ............................................64
Figure 31.
Number on enrolments in Welsh work based learning sector by gender ........................ 65
Figure 32.
Number on enrolments in Welsh work based learning sector by age..............................65
Figure 33.
Number on enrolments in Welsh work based learning sector by ethnicity ......................66
Figure 34.
Number of enrolments in the Welsh work based learning sector by subject area and
credit level
........................................................................................................................................67
Figure 35.
Number of enrolments in the Welsh work based learning sector by location ..................68
Figure 36.
Number of enrolments in the Welsh work based learning sector by location and
qualification type .....................................................................................................................................68
Figure 37.
Number of enrolments in the Welsh work based learning sector by location and level of
qualification
........................................................................................................................................69
Figure 38.
Number of enrolments in the Welsh work based learning sector by mode of attendance69
Figure 39.
Number on FE courses in Scotland by subject area and year ........................................70
Figure 40.
Enrolments on FE courses in Scotland by subject area and age, 2004/05 .....................70
Figure 41.
Enrolments on FE courses in Scotland by subject area and ethnicity, 2004/05 .............. 71
Figure 42.
Enrolments on FE courses in Scotland by subject area and mode of study, 2004/05.....71
Figure 43.
Enrolments on FE courses in Scotland by subject area and level, 2004/05....................72
Figure 44.
Number on FE courses in Scotland by subject area and qualification type, 2004/05 ......72
Figure 45.
Enrolments on automotive sector related FE courses by subject area and qualification,
2004/05
........................................................................................................................................72
Figure 46.
Number of enrolments on further education course by subject area and location, 2004/05
........................................................................................................................................74
Figure 47.
Number of enrolments on apprenticeships by year .........................................................75
Figure 48.
Number of enrolments on apprenticeships by LEC, 2004/05 ..........................................75
Figure 49.
Number of enrolments on apprenticeships by gender, 2004/05 ...................................... 76
Figure 50.
Number of enrolments on apprenticeships by age group, 2004/05 .................................76
Figure 51.
Number of enrolments on apprenticeships by ethnicity, 2004/05 ....................................76
Figure 52.
Enrolments on automotive sector related Skillseekers courses by year.......................... 76
Figure 53.
Enrolments on automotive sector related Skillseekers courses by gender, 2004/05.......77
Figure 54.
Enrolments on automotive sector related Skillseekers courses by ethnicity, 2004/05..... 78
Figure 55.
Enrolments on automotive sector related Skillseekers courses by age group, 2004/05..78
Figure 56.
Enrolments on automotive sector related Skillseekers courses by LEC, 2004/05........... 79
Figure 57.
Enrolments on automotive sector related Modern Apprenticeships by year....................79
Figure 58.
Enrolments on automotive sector related Modern Apprenticeships by area and year..... 80
Assessment of Current Provision (UK)
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Figure 59.
Enrolments on automotive sector related Modern Apprenticeships by learner
demographics, 2004/05 ..........................................................................................................................80
Figure 60.
Enrolments on automotive sector related Skillseekers courses by year.......................... 81
Figure 61.
Enrolments on automotive sector related Skillseekers courses by area and year........... 81
Figure 62.
Enrolments on automotive sector related Skillseekers courses by learner demographics,
2004/05
........................................................................................................................................82
Figure 63.
Number of enrolments by subject area and gender ........................................................83
Figure 64.
Number of enrolments by level of qualification and gender.............................................83
Figure 65.
Number of enrolments by subject and age (percentages)...............................................84
Figure 66.
Number of enrolments by level of subject and age (numbers) ........................................84
Figure 67.
Number of enrolments by level of qualification and age (numbers).................................85
Figure 68.
Number of enrolments by level of qualification and age (percentages)...........................85
Figure 69.
Number of enrolments by subject and ethnicity (percentages) .......................................86
Figure 70.
Number of enrolments by subject and ethnicity (numbers) .............................................86
Figure 71.
Number of enrolments by level of qualification and ethnicity (percentages)....................87
Figure 72.
Number of enrolments by level of qualification and ethnicity (numbers) .........................87
Figure 73.
Number of enrolments by subject area and qualification level ........................................88
Figure 74.
Number of enrolments by mode of study and subject area .............................................89
Figure 75.
Number of enrolments by mode of study and level of qualification .................................89
Figure 76.
Achievement level by subject area (numbers).................................................................90
Figure 77.
Achievement level by subject area (percentages)...........................................................91
Figure 78.
Achievement level by qualification (percentages) ...........................................................91
Figure 79.
Achievement level by qualification (numbers) .................................................................91
Figure 80.
Funding by subject area ..................................................................................................92
Figure 81.
Funding by level of qualification ......................................................................................92
Figure 82.
Funding by region ...........................................................................................................93
Figure 83.
Number of enrolments by subject area and gender ........................................................93
Figure 84.
Number of enrolments by level of qualification and gender.............................................94
Figure 85.
Number of enrolments by subject area and age..............................................................94
Figure 86.
Number of enrolments by level of qualification and age..................................................94
Figure 87.
Number of enrolments by subject and ethnicity (percentages) .......................................95
Figure 88.
Number of enrolments by subject and ethnicity (numbers) .............................................95
Figure 89.
Number of enrolments by qualification level and ethnicity (percentages)........................96
Figure 90.
Number of enrolments by qualification level and ethnicity (numbers) .............................96
Figure 91.
Number of enrolments by subject area and level of study...............................................96
Figure 92.
Achievement level by subject area (percentages)...........................................................97
Figure 93.
Achievement level by subject area (numbers).................................................................98
Figure 94.
Achievement level by qualification level (percentages) ...................................................98
Figure 95.
Achievement level by qualification level (numbers).........................................................98
Figure 96.
Number of enrolments by region .....................................................................................99
Figure 97.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by month and
level
...................................................................................................................................... 100
Figure 98.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by region and
level
...................................................................................................................................... 101
Figure 99.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by type ..... 102
Figure 100.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by ethnic
group
...................................................................................................................................... 102
Figure 101.
Percentage of learners with ‘Additional Needs’ leaving before course completion in
2002/03
...................................................................................................................................... 103
Figure 102.
Percentage of learners on Apprenticeships leaving before course completion in 2002/03 .
...................................................................................................................................... 104
Figure 103.
Learners on Apprenticeships leaving in each four week block (2002/03)...................... 104
Figure 104.
Automotive Engineering HE students by region / nation ............................................... 105
Figure 105.
Automotive Engineering HE students by region / nation ............................................... 106
Figure 106.
Automotive Engineering HE students by qualification aim ............................................ 106
Figure 107.
Number of Automotive Engineering HE students by gender ......................................... 106
Figure 108.
Number of Automotive Engineering HE students by age .............................................. 106
Figure 109.
Number of Automotive Engineering HE students by ethnicity ....................................... 107
Figure 110.
Number of Automotive Engineering HE students by qualification aim and region / nation ..
...................................................................................................................................... 107
Figure 111.
Number of Automotive Engineering HE students by qualification aim and region / nation ..
...................................................................................................................................... 108
Figure 112.
Number of Automotive Engineering HE students by qualification aim and gender........ 108
Figure 113.
Number of Automotive Engineering HE students by qualification aim and gender........ 109
Figure 114.
Number of Automotive Engineering HE students by qualification aim and age............. 109
Figure 115.
Number of Automotive Engineering HE students by qualification aim and age............. 110
Figure 116.
Number of Automotive Engineering HE students by qualification aim and ethnicity...... 111
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Figure 117.
Figure 118.
Figure 119.
Figure 120.
Figure 121.
Figure 122.
Figure 123.
Figure 124.
Figure 125.
Figure 126.
Figure 127.
Figure 128.
learning
Figure 129.
learning
Figure 130.
region
Figure 131.
Figure 132.
Figure 133.
Figure 134.
Figure 135.
Figure 136.
Figure 137.
Figure 138.
Figure 139.
Figure 140.
Figure 141.
Figure 142.
Figure 143.
Figure 144.
Figure 145.
Figure 146.
Figure 147.
Figure 148.
Figure 149.
Figure 150.
Figure 151.
Figure 152.
Figure 153.
Figure 154.
Figure 155.
Figure 156.
Figure 157.
Figure 158.
Figure 159.
Figure 160.
Number of Automotive Engineering HE students by qualification aim and ethnicity...... 111
Proportion of the workforce having received job-related training in the last 13 weeks .. 114
Level of training provided by employers in England 2005 ............................................. 115
Level of training provided by employers in Scotland 2004 ............................................ 115
Level of training provided by employers in Wales 2003 ................................................ 116
Level of training provided by employers in Northern Ireland 2002 ................................ 116
Characteristics of employees who received training in the last 13 weeks ..................... 117
Split of Internal / External training within the automotive sector. ................................... 141
Average retention rates and pass rates by subject area ...............................................148
Overall inspection grade for Engineering / Motor Vehicle Departments ........................ 148
Overall inspection grade for Engineering / Motor Vehicle Departments in each region. 149
Overall inspection grades for Engineering, Technology and Manufacturing work based
...................................................................................................................................... 149
Detailed Inspection grades for Engineering, Technology and Manufacturing work based
...................................................................................................................................... 150
Inspection grades for Engineering, Technology and Manufacturing provision in each
...................................................................................................................................... 151
Summary of Inspection Results for FE Colleges in Northern Ireland ............................ 151
Inspection Grades for FE Colleges in Scotland Percentages and Numbers ................. 153
Inspection Grades for FE Colleges in Engineering Subjects in Scotland Percentages .154
Inspection Grades for FE Colleges in Engineering Subjects in Scotland Numbers....... 154
Inspection Grades for FE Colleges in Wales.................................................................156
Quantitative Survey: Perceived Business Benefits of Training...................................... 159
IMI national qualifications (VRQs) .................................................................................164
IMI Scottish vocational qualifications (SVQs) ................................................................164
City and Guilds automotive qualifications...................................................................... 165
Entry level courses – retail automotive sector ............................................................... 166
Level 1 courses – retail automotive sector ....................................................................167
Level 2 courses – retail automotive sector ....................................................................168
Level 3 courses – retail automotive sector ....................................................................169
Level 4 courses – retail automotive sector ...................................................................170
Levels 5-8 courses – retail automotive sector ............................................................... 171
Bicycle Maintenance / Repair courses – retail automotive sector ................................. 172
Motor Trade Operations courses – retail automotive sector.......................................... 173
Motorcycle Maintenance / Repair courses – retail automotive sector ........................... 174
Vehicle Electrical / Electronic Systems courses – retail automotive sector ................... 175
Vehicle Body Maintenance / Repair courses – retail automotive sector........................ 176
Vehicle Engine Maintenance / Repair courses – retail automotive sector ..................... 177
Vehicle Maintenance / Repair courses – retail automotive sector ................................. 178
Vehicle Maintenance / Repair / Servicing courses – retail automotive sector ............... 179
Vehicle Steering / Braking / Transmission courses – retail automotive sector .............. 180
Vehicle Wheel and Tyre Fitting courses – retail automotive sector ............................... 181
Vehicle Workshop Practice courses – retail automotive sector ..................................... 182
Primary Research Activities .......................................................................................... 233
Retail Automotive Sector Head Offices .........................................................................235
Responses to the Quantitative Survey ..........................................................................236
Abbreviations ................................................................................................................240
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PREFACE
This report is one of a suite of reports prepared as part of the sector skills agreement (SSA)
negotiated between stakeholders in the retail automotive sector.
The SSA process
commenced in 2004 and most reports present a view of the sector in 2006.
The SSA represents a milestone in the development of processes that will ensure the United
Kingdom has sufficient numbers of appropriately skilled people to meet the future needs of
the retail automotive industry and in particular to meet the targets identified by Lord Sandy
Leitch in his 2006 report, a Prosperity for all in the global economy - world class skills.
This report reflects the work of Automotive Skills Ltd (ASL), which was the original sector
skills council (SSC) for the retail automotive sector. Readers should be aware that in July
2007 ASL merged with the Institute of the Motor Industry IMI, the industry’s professional body
since 1920, and in September 2007, the Sector Skills Development Agency (SSDA) issued
IMI with a licence to be the SSC for the sector. The name ‘Automotive Skills’ is still used by
IMI in relation to its role in developing national occupational standards and qualification
frameworks.
The nature of the retail automotive sector means that research and policy development is
ongoing.
Also, there are ongoing changes to the sector’s footprint.
Details of current
research, the wide range of policy issues being addressed in the sector and the most recent
definition of the sector’s footprint can to be found on the IMI’s website, www.motor.org.uk.
Sarah Sillars
Chief Executive Officer
The Institute of the Motor Industry
Assessment of Current Provision (UK)
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1 Executive Summary: Assessing Education
and Training Provision for the Retail
Automotive Sector
1.1
Background to the Report
The Assessment of Current Provision is stage two in the five stage Sector Skills Agreement
process led by Automotive Skills on behalf of the sector. Broadly, the Sector Skills Agreement
is designed to ensure that the skills the sector needs are the skills the sector gets; this
requires work to be undertaken to understand employer needs and map current provision.
The assessment of education and training provision in the retail automotive sector has drawn
on information from a wide variety of sources, including previous research reports published
by the SSDA and the retail automotive sector, statistical information from funding councils
within the learning and skills sector, information from national stakeholders, in-depth
interviews with employers and training providers and a quantitative survey of employers from
across the retail automotive sector.
1.2
Assessment of Current Provision - Methodology
Stage 2 of the Sector Skills Agreement draws on information obtained from a range of
secondary and primary research activities.
Secondary data was sourced in order to identify:
ƒ
The characteristics of current provision; by using a database of courses serving the sector
from the University for Industry (UfI) Learn Direct database.
ƒ
The take-up of learning, learner demographics and achievement; by assessing data sourced
from the public sector funders of Further Education and work based learning in each of the
four home countries.
ƒ
The extent of training delivered by employers in the workplace; via assessment of data
obtained from a range of sources including the SSDA Matrix, Futureskills Scotland, the
Department for Education and Learning in Northern Ireland and Future Skills Wales.
ƒ
The quality of provision serving the sector; by examining assessment undertaken by the
relevant inspection bodies in each of the four home countries (England: Ofsted and the Adult
Learning Inspectorate; Northern Ireland: Education and Training Inspectorate; Scotland: HM
Inspectorate of Education Scotland; Wales: Estyn).
Assessment of Current Provision (UK)
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July 2006
In addition, a number of large scale quantitative and qualitative investigations were conducted
in order to explore the issues behind the secondary data. The qualitative components of the
research involved focus groups and depth interviews:
ƒ
Focus group activities centred on a series of six Regional Employer Workshops which focused
on key issues for workforce development and training in the sector.
ƒ
An additional focus group was conducted with members of the retail automotive CoVE Quality
Improvement Group to examine key issues facing public sector training, in the short, medium
and long term.
ƒ
40 depth interviews were conducted with UK employers and training providers highlighted by
Automotive Skills as being either ‘exemplar’ or highly knowledgeable. This involved small,
medium and large scale employers and both public and private sector training providers.
o
Training provider questioning focused on market assessment activities, funding
issues, quality assurance, networking activities, and future training within the
sector.
o
Employer enquiry focused on the drivers of training, priorities for upgrading skills,
training plans and budgets, the delivery of training, and return on investment
assessments.
To support this qualitative information, a quantitative survey of employers operating within the
retail automotive sector was also conducted. A total of 599 interviews were completed,
stratified by geographic location and company size in order to offer a reflective representation
of the views of employers. The quantitative questionnaire examined a number of issues,
including training plans and budgets, the drivers of training, training activities, and the impact
of training.
Further detail on the methodological approach adopted for Stage 2 can be found within the
main report.
1.3
Training and Workforce Development in the Automotive Sector
1.3.1
Automotive Retail Sector Footprint
The Automotive Skills footprint covers the automotive industry downstream of the factory
gates. This includes the sale and rental of vehicles; their servicing, maintenance and repair;
the sale and distribution of vehicle parts, tyres and other related goods; and roadside rescue
and recovery services.
1.3.2
Automotive Skills
Automotive Skills offer standards and qualifications across the automotive sector. They
provide 14 NVQs / SVQs over three levels covering each sector of the industry, often
obtained through apprenticeships. Training in Key or Core Skills is also offered with Essential
Assessment of Current Provision (UK)
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July 2006
Skills also being introduced in Northern Ireland. A range of technical certificates have also
been developed for apprenticeship programmes.
In addition, the nationally recognised Automotive Retail Management Standard (ARMS) has
been established as a means of improving existing managerial skills in the sector.
Universities also offer automotive related degree courses. However, despite the growth of
these courses there are questions as to whether such courses actually meet the needs of the
sector.
1.3.3
Levels of Training Activity in the Automotive Sector
ƒ
10% fewer businesses provided training than the national average.
ƒ
About a third of businesses provided training for more than 90% of their staff.
ƒ
Larger businesses were more likely to provide training than smaller businesses.
ƒ
51.5% of employers in the automotive sector were providing only 1-5 days of training per
trainee/employee.
ƒ
Smaller organisations were significantly more likely to provide long periods of training, over 20
days (23.4%), than medium sized organisations (6.5%).
1.3.4
ƒ
Use of FE Colleges in the Automotive Sector
15% of employers have sourced training provision in the previous 12 months through an FE
college.
ƒ
The most common form of training provided by FE colleges was Job Specific (51%) followed
by Health and Safety (29%).
1.3.5
ƒ
Organisation of Training in the Automotive Sector
In 2003, according to a NESS survey, 44% of employers reported that they had a Business
Plan, compared to a national average of 56%.
ƒ
The survey carried out for this report, however, suggested that only 27.6% of employers had a
Business Plan, and 7.2% had a specific budget for training expenditure. This was most likely
to be due to a higher coverage of small businesses in this survey.
ƒ
The survey also shows that smaller companies were dramatically less likely than medium or
large size companies to have a Business Plan, a Training Plan, or most other training-related
facilities.
1.3.6
Types of Training in the Automotive Sector
The quantitative survey indicated that:
ƒ
The most common types of training arranged in the last 12 months were Technical (79.2%),
Health and Safety (69.3%) and Induction (50.5%) training.
Assessment of Current Provision (UK)
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ƒ
Generic skills such as Management, ICT Training and Supervisory Skills were less strongly
emphasised, and only 26.7% of companies provided Basic Skills training. Least common was
Financial or Financial Compliance Training, provided by only 16.8% of employers.
ƒ
Overall, the largest proportion of training taking place in the automotive sector was in the
broad category of workshop occupations; 47.5% of organisations devoted 90% or more of
their training to this.
ƒ
In smaller companies, with less than 10 employees, 72.9% carried out 90% or more of their
training in workshop occupations.
Assessment of Current Provision (UK)
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1.4
Mapping Provision
1.4.1
Provision by Level and Geographic Dispersal
Current training provision within the sector was assessed in terms of level and geographical
coverage using a common classification system, to produce reasonably consistent and
comparable information across all parts of the United Kingdom.
1.4.2
ƒ
All Qualifications
There were a total of 3948 courses available to the retail automotive sector at differing levels
throughout the UK.
ƒ
Scotland had 66 courses available; the lowest number of retail automotive courses across the
four home countries.
1.4.3
Qualifications by Level
ƒ
The most widely available Level of qualification was Level 3 (1058 courses).
ƒ
The second most widely available Level was Level 2 (577 courses).
ƒ
Only 63 Entry Level courses were available.
1.4.4
ƒ
Qualifications offered by Subject Area
Vehicle Maintenance / Repair / Servicing (a total of 1082 courses) and Vehicle Maintenance /
Repair (a total of 609 courses) were the most frequently provided courses in all regions and
nations.
ƒ
There were significant geographical variations in the availability of many less popular courses.
1.5
Funded Learner Data Review
This section attempts to quantify provision, by considering the take-up of learning, learner
demographics and achievement.
1.5.1
Northern Ireland
For automotive sector courses:
ƒ
Enrolments rose slightly between 2000 and 2004.
ƒ
More than three quarters of courses were part time. These mostly comprised HNC / HND and
NVQ Level 1 qualifications, with others mostly full time.
ƒ
The most popular course was Engineering: Automobile / Motor Vehicle.
ƒ
The vast majority of HNC / HND and NVQ Level 1, 2 or 3 courses were for Engineering:
Automobile / Motor Vehicle courses.
ƒ
There was a 20.2% rise in female enrolments and an 8.1% fall in male enrolments. Despite
this, male learners vastly outnumbered female learners.
Assessment of Current Provision (UK)
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1.5.2
Wales
For automotive sector courses:
ƒ
The majority of work-based learners were under 19 (60%), while 98% were under 24.
ƒ
The majority of learners on courses in Wales were full time (day time attendance).
ƒ
The majority of all learners (83%) of all ethnicities and age groups, and for all levels of course,
studied Vehicle Maintenance / Repair. The next most popular course was Vehicle Body
Maintenance / Repair.
ƒ
At HNC / HND level, only Motor Trade Operations was studied.
ƒ
Level 2 courses were the most popular level of course in South East Wales; elsewhere Level 1
was more popular. In North Wales, a large number of courses (45%) were not awarded an
official ‘level’.
ƒ
Male learners vastly outnumbered female learners.
1.5.3
Scotland
For automotive sector courses:
ƒ
Further
Education
(FE)
enrolments
have
remained
broadly
static
since
2000/01.
Apprenticeship enrolments have increased significantly. Skillseekers enrolments fell by more
than 50% over the period 2001 to 2005.
ƒ
Most enrolments in FE have been amongst the 16 to 18 age-group.
ƒ
74% of Apprentices were under 18, and 88% were under 25.
ƒ
Around two thirds of FE learners were on part time courses.
ƒ
FE course topics were split 80:20 between Vehicle Maintenance / Repair and Road Vehicle
Engineering.
ƒ
The majority of learners on all FE courses were studying for non-standard qualifications. Of
the standard qualifications, SVQ Level 3 was the most popular.
ƒ
The vast majority of Apprenticeship enrolments were on the Motor Vehicles course. Take-up
of Vehicle Parts Operations was low but increasing.
ƒ
The most popular Skillseekers course was the Vehicle Fitting (Fast Fit) course.
ƒ
Within the Highlands and Islands the number of enrolments declined slightly from 79 in
2002/03 to 77 in 2004/05.
ƒ
In 2004/05 the highest number of enrolments were in the Moray (18) and Argyll & the Islands
(16) Enterprise areas.
ƒ
These figures reflect the lower level of FE uptake and provision in the Highlands and Islands
area.
1.5.4
England
For automotive sector courses:
ƒ
There were 17,308 enrolments onto FE courses in 2003/04, and 42,329 onto work-based
learning courses.
ƒ
By far the most popular course for all types of learning was Vehicle Maintenance / Repair,
studied by 90.9% of FE learners and 86.1% of work-based learners.
Assessment of Current Provision (UK)
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ƒ
Roughly half of all FE courses were studied at Level 1, a third at Level 2, and the remainder at
Level 3. Around 80% of full-time courses were at Level 1, and 52% of funding was directed at
this level.
ƒ
In contrast, most enrolments for work-based learning (60.6%) were at Level 3, and the vast
majority of the remainder at Level 2.
ƒ
69% of FE learners were aged under 19. 82% were aged under 25.
ƒ
73.2% of work-based learners were under 19, and 99.9% under 25.
ƒ
20% of FE learners, compared to just 4.3% of work-based learners, were from ethnic
minorities.
ƒ
Male enrolments in all categories and areas were dramatically higher than female enrolments.
ƒ
The proportion of part-time and full-time learners on FE courses varied by subject. The most
popular course, Vehicle Maintenance / Repair, was taken full time by about two thirds of
students.
ƒ
48.6% of FE learners achieved all their learning aims in 2003/04; 36.2% achieved none of
their learning aims. Work-based learners fared significantly worse: only 8.0% achieved all of
their learning aims, but 26.0% failed to achieve any of their learning aims.
ƒ
FE funding for automotive courses was £34.8m for 2003/04, including £25.4m in core funding.
Vehicle Maintenance / Repair courses used 94% of all funding.
1.5.5
Higher Education
In Automotive Engineering, which was the only automotive-related subject studied:
ƒ
Higher Education (HE) courses were available in most parts of the country; a
disproportionately large number of these were in the West Midlands, at 23.9% of the national
total.
ƒ
In contrast, there were no automotive engineering courses available at all in Northern Ireland
or the North East of England, and only 0.7% of all courses were in Scotland.
ƒ
Most study was toward a first degree (59.4%), although 22.4% of students were studying for
Masters Degrees, and 11.7% toward an HNC or HND.
ƒ
There were significant geographical differences; for example all learners in Wales were
studying for an HNC / HND.
ƒ
Almost exactly two thirds of HE learners were under 25.
ƒ
32.7% of HE learners were not ‘White British’; 6.8% were listed as being from a UK ethnic
minority.
ƒ
1.6
95% of HE learners were male.
Private Sector Training Provision
The data covering training was provided by employers themselves and other private bodies. It
comes primarily from depth interviews and quantitative questionnaires conducted for this
study, and also from secondary sources such as, for example, Futureskills Scotland.
Assessment of Current Provision (UK)
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July 2006
Findings from these sources include:
ƒ
Automotive employees have been consistently less likely to receive job-related training than
the national average over the last six years.
ƒ
However, the discrepancy is not so great if you take into account the length of these courses,
indicating that the Automotive Skills sector tends to spend longer training fewer staff than
other sectors.
ƒ
The result is that while 81% of staff in the whole economy have had training in the last 12
months, this figure is 65% for the automotive sector.
ƒ
Despite this, the annual training spend per employee in the automotive sector is actually
higher, at £241.22, than the national average of £185.19.
The groups receiving training in the automotive sector tended to be younger than for the
economy as a whole; a member of the 16-24 age group is more likely to receive training
working in the automotive sector than in the economy as a whole.
1.6.1
Funding
The majority of employers currently pay for their own training; external funding usually
accounts for up to 50% of training costs, dependent on the course taken. The partial funding
offered with Apprenticeships was the most frequently used form of external funding.
Primary research with employers revealed:
ƒ
There was no real consensus on the best way to fund courses, or on the size of employers’
contribution, although very few taking part in the quantitative survey believed workforce
training should be 100% state funded. However, it was highlighted in focus groups that the
financial burden of training on the industry could not be substantially increased without
impacting on profitability.
ƒ
Apprenticeship funding was considered unfair, in that it targets only the under-25s.
ƒ
It was agreed that employees should not fund their own work-related training.
ƒ
The main cost of training is not always the fees; the financial indirect impact on a business of
sending someone away for training can be substantial.
ƒ
Many employers report that training is becoming more expensive, largely because of
increasing customer demand, and the pace of change in the industry.
ƒ
Cost is the primary limiting factor for employer purchase of training; beyond this, convenient
local availability is also crucial.
Training providers reported that the Learning and Skills Council (LSC) were the primary
funders of automotive training in England, although employers did make a contribution. While
employers did have to pay fees, it was suggested that these were in reality heavily subsidised
by the LSC, with employers contributing about 30% of the real cost.
Providers generally believed that:
Assessment of Current Provision (UK)
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July 2006
ƒ
Wherever trainees were in relevant employment, training should be employer-funded, due to
the benefits training offered to the companies concerned.
ƒ
Income levels urgently need to increase in order to keep pace with technology and newly
emerging skills gaps.
ƒ
External funding was seen as inflexible, making the provision of some types of automotive
training commercially unviable.
ƒ
Widespread belief that a lack of funding will lead to significant closures of Centres of
Vocational Excellence (CoVEs).
ƒ
Drivers of funding were felt to be primarily government policy, and secondarily demand
resulting from skills shortages.
ƒ
Funding needed to be extended beyond the 16-18 priority group.
ƒ
Automotive training course documentation could be simplified, thus saving money on auditing.
1.6.2
ƒ
Drivers of Training
Employers were driven by both the linked issues of customer service and business
performance in training priorities.
ƒ
Secondarily, training was believed to attract new recruits and, by some, to aid staff retention.
ƒ
Legislation was seen as a driver, but primarily for Health and Safety.
ƒ
Training demanded by manufacturers was viewed generally negatively.
1.6.3
ƒ
Occupational Drivers for Training
Management and Leadership training were seen as priorities by the ‘exemplar’ employers
consulted for the depth qualitative survey, but were offered by only 25-40% of businesses
overall, and even fewer in the case of businesses with less than 10 employees. For example,
nearly 90% of these small companies provided no sales training.
ƒ
Technical Training technical was the highest priority for many businesses
ƒ
General Skills training was not seen as a priority, although often carried out.
ƒ
Basic Skills were seen as a priority only by those employing Apprentices; employers found the
fact that they had to offer basic literacy and numeracy training at all a serious concern.
1.6.4
ƒ
Profitability as a Driver for Training
A wide variety of methods were used to determine what type of training might increase
profitability.
ƒ
It was considered very difficult to quantify in some cases; there were worries among better
informed businesses in the sector that less quantifiable skills tended to be left unaddressed.
1.6.5
Training Plans and Budgets
ƒ
Most companies had Training Plans.
ƒ
Those that did not tended to point to the organisational difficulty of establishing such plans,
and many were aiming to implement them in the future.
ƒ
Just 7.2% of employers had a training budget, although it was much more common among
larger employers.
Assessment of Current Provision (UK)
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ƒ
Positive outcomes from training budgets included the ease of monitoring return on training
investments and the ability to plan for the future, avoiding sudden termination of training
programmes due to a lack of funds.
ƒ
12.7% of companies used Individual Training Plans; again those without such plans were
mostly, although not exclusively, smaller companies.
ƒ
Reasons for not introducing such schemes included high staff turnover, or a predominance of
training connected with the introduction of new products.
1.6.6
ƒ
Identifying Training Needs: Employers
The type of training demanded depended on the nature of the business involved; dealerships
for example had more emphasis on sales.
ƒ
Employers identified possible resistance among older employees with the most practical
experience both to their own training, and to the training of younger, less experienced
employees to a higher level than themselves.
Employers found the multiplicity of training providers confusing, and were often frustrated in
trying to find courses. Many stated that:
ƒ
The creation of a new central information point would be viewed positively.
ƒ
A clear approval system for training establishments is needed.
1.6.7
Identifying Training Demands: Training Providers
Training providers used various methods for assessing industry demand, such as Labour
Market Information from public bodies, industry links, links with schools, or their own market
research. The vast majority of providers nationwide believed there had been a recent
increase in demand for automotive training in their area.
Providers thought there were skill deficiencies in the retail automotive sector which were likely
to impact on future demand for training, these were:
ƒ
Particular areas of future demand were likely to be in Management and Leadership Skills and
Basic Skills.
ƒ
Level 3 training was generally believed to be the most heavily in demand from employers.
ƒ
Apprenticeships were highlighted by CoVE providers as an area of high demand.
ƒ
Employers’ main criteria when selecting training were believed to be cost effectiveness and
the avoidance of disruption to their business.
ƒ
Most providers felt that they were meeting the needs of the retail automotive sector, although
they did feel that qualifications needed to be more flexible.
ƒ
Development of new courses outside technical disciplines was felt to be needed.
1.6.8
Recruitment and Retention of Learners
ƒ
The negative image of the sector as a career path was thought to be a problem.
ƒ
Some schools saw vocational trainers as ‘poaching’ students from their preferred, more
traditional, academic pathways.
Assessment of Current Provision (UK)
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ƒ
Promotion to adults was viewed as largely successful, although over 25s suffered from a
severe lack of funding.
ƒ
Promotion to employers was largely via literature, conferences, and individual visits.
ƒ
Providers were concerned about the lack of basic skills of recruits, and that some schools
used automotive subjects as a ‘dumping ground’ for low ability students.
ƒ
Careers advice was felt to have serious shortcomings in the subject area
ƒ
Provider co-operation on issues such as referrals between colleges was sometimes good, but
frequently hindered by direct competition.
ƒ
Providers widely expected a reduction in the number of training providers in the next 5-10
years and felt that this could impact negatively on ability to satisfy employer needs.
ƒ
Demand for provision was expected to move toward courses demanding more technical
expertise as vehicles become more reliable but more complex.
1.6.9
Employer Engagement
ƒ
Providers had difficulty engaging employers in training.
ƒ
Employers generally wanted courses to be shorter than was currently possible.
ƒ
Employers feared that general training which could be applied to other situations (particularly
other makes of car) might result in the poaching of staff; this often extended to companies
withdrawing co-operation or business on hearing that the institution was also providing training
or talking to local rivals.
ƒ
Larger employers were sometimes consulted on course design; less frequently they were
directly involved in that design process. This was sometimes limited by the rigidity of the
qualification framework.
1.6.10 Use of Internal / External Training Schemes
ƒ
Companies which met all needs internally tended to be either large companies with dedicated
centres for that purpose, or small companies where external training was difficult to organise
for logistical reasons.
ƒ
Internal courses were believed to give the employer more control over outcomes and quality,
and were believed to cut some costs, for example travel expenses.
ƒ
External provision was decided on an individual case basis, depending on requirements.
ƒ
Health and Safety, ICT, Soft Skills, Aftersales, Finance and Law Compliance training tended to
be sourced externally.
ƒ
Small companies often struggled to provide dedicated training staff.
ƒ
Employers generally thought that the choice of external providers was limited. 51.9% found
that appropriate courses were not provided, while 42.3% found the distant location of provision
inconvenient, and 40.4% had concerns over the quality of providers’ technical facilities.
ƒ
Some employers thought CoVEs and other public sector providers did not fully understand the
needs of employers.
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1.7
Quality of Provision
This report assessed training provision in each country primarily via data provided by
education inspectorates. This was supported by data from the depth qualitative survey and
the quantitative questionnaire survey carried out specifically for this research. The
comparison of quality between the four home countries was not possible due to differences in
the style of reporting, however:
ƒ
Overall performance was good across all four countries, with relatively few colleges severely
criticised on any major issues.
ƒ
Internal Quality Assurance was an area of slight weakness across all four countries.
ƒ
In Northern Ireland there was a need to improve Key/Essential Skills training.
1.7.1
England
In England, inspections of Further Education and training were split between OFSTED (the
Office of Standards in Education) and ALI (the Adult Learning Inspectorate). England is
unique in the UK in that it gathers extensive sectorally-based data, and so the following
statistics apply only to courses in the automotive sector.
ƒ
Courses monitored by OFSTED had retention rates between 74% and 82%.
ƒ
Most courses monitored by OFSTED had pass rates between 70% and 85%.
ƒ
OFSTED rated 87.6% of provision as satisfactory or better, 39.5% as outstanding, and 12.6%
as unsatisfactory.
ƒ
ALI judged about three quarters of provision to be of Grade 3 standard or better (74.1%).
ƒ
ALI judged that, on average, the sector’s quality assurance lagged slightly behind performance
on leadership and management and on equal opportunities.
1.7.2
Northern Ireland
In Northern Ireland, measuring quality of provision was more difficult, since the Education and
Training Inspectorate (ETI) does not yet supply numerical data for all training providers.
Conclusions were therefore based on a qualitative analysis of the individual college reports,
and were based on the overall performance of all colleges rather than being specific to the
automotive sector.
ƒ
77% of colleges had a report judged as ‘good’ or better.
ƒ
23% were rated as ‘poor’ or ‘mediocre’; all were within 50km of Belfast.
ƒ
The most frequently reported problems were in the areas of Key and/or Essential Skills and
Quality Assurance and/or Monitoring.
1.7.3
Scotland
The quality of FE training in Scotland is measured by HM Inspectorate of Education
(Scotland). Each college is awarded grades from 1 (very good) to 4 (unsatisfactory) in a
variety of performance areas.
ƒ
None of the colleges offering Engineering / Automotive courses were found to be
unsatisfactory in their overall performance by any of the main assessment criteria.
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ƒ
Colleges performed best in Educational Leadership & Direction and Guidance & Support, and
least impressively in Quality Assurance.
ƒ
The limited data available for the quality of Engineering / Automotive course provision shows
no major differences from overall college performance.
1.7.4
Wales
Education quality in Wales is measured by Estyn. They examine colleges through a series of
grades from 1 (best) to 5 (worst), awarded in response to specific questions. Due to lack of
data, no sector-specific conclusions could be drawn.
ƒ
Overall performance was satisfactory; grades of 4 or below were rare for any inspection
criteria.
ƒ
The bulk of the results were split between Grade 3 (strengths outweighing shortcomings) and
Grade 2 (no significant shortcomings).
ƒ
The best average grades were achieved for Guidance & Support and for meeting the needs of
Communities.
ƒ
There was more room for improvement in Leadership & Management and Quality Control.
1.7.5
Employer Perceptions of Quality
Around 60% of employers monitored the impact of training on their business, although larger
and medium size employers were much more likely than smaller employers to do so.
Employers used a variety of methods to evaluate training, for example monitoring employee
performance or business performance before and afterwards. Evaluation forms were found to
be ineffective due to the low response rate. Evaluating technical training was the most
difficult; problems were reported verifying effectiveness of training, particularly pre-emptive
courses for new technologies, since the resulting skills would not generally be tested until
after that technology became widely available.
Employers tended to quantify training outcomes in terms of impact on customer service, as
well as in terms of general productivity improvements. Despite difficulties in measuring
training impacts in quantitative terms, 94.4% of employers who provided training for
employees were either fairly satisfied or very satisfied with its impact on the performance of
their business. The main impact of training was considered to be in employee performance,
and secondarily in staff retention and overall business productivity.
1.7.6
Provider Evaluation of Training
Providers used a variety of quality evaluation methods, particularly feedback forms and
monitoring of completion rates. Quality, value for money and achievement rates were all
important in the overall evaluation of courses. Conditional funding based on targets was seen
as an important driver of quality standards, as was demand from the industry.
Assessment of Current Provision (UK)
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2 Introduction and Background to the Report
2.1
Background
Automotive Skills Limited is the Sector Skills Council for the retail motor industry. The Council
is led by employers on behalf of the Government and is championing the drive to enhance
competitiveness through skills development. The sector is widely diverse and covers a broad
range of activities and occupations in all aspects of sales, maintenance and repair of
vehicles. 1
The Assessment of Current Provision is Stage Two in the Five Stage Sector Skills Agreement
Process led by Automotive Skills on behalf of the sector. Broadly, the Sector Skills Agreement
process is designed to ensure that the skills the sector wants are the skills the sector gets and
this requires work to be undertaken to understand employer needs and map current provision.
Stage Three of the process will involve reviewing skills demand with the current supply of
training and education, both public and private, to identify any gaps in provision.
To achieve this, Automotive Skills commissioned Ci Research to deliver an extensive piece of
research involving both primary and secondary information. This document is the report for
the United Kingdom and the objective of the report is to provide an overview of training and
education provision across the sector and by country. The document provides a snapshot of
provision by level of qualification and subject area. The assessment covers all thirteen of the
activities within the Automotive Skills footprint and across the four nations: England, Scotland,
Northern Ireland and Wales.
The Automotive Skills activities cover:
ƒ
New vehicle sales,
ƒ
Used vehicle sales,
ƒ
Regular maintenance and repair,
ƒ
Parts suppliers, including factories, wholesalers and retailers,
ƒ
MOT testing and certification,
ƒ
Vehicle body repairs,
ƒ
Restoration services,
ƒ
Valeting services,
ƒ
Fast-fit operations,
ƒ
Other fitting operations,
ƒ
Roadside rescue and recovery services,
ƒ
Vehicle leasing and contract hire,
ƒ
Daily rental fleets.
1
http://www.automotive-skills.org.uk/auto/control/RegionalEngland
Assessment of Current Provision (UK)
Page 24 of 250
July 2006
The scope of the assessment includes the identification of provision, a quantification of
student numbers, analysis of learner demographics and a review of the quality of provision.
Where available, information has been included regarding the costs of training. This
information has been sourced from a variety of stakeholders and partners including the
Funding Councils of England, Scotland, Northern Ireland and Wales, Higher Education
Funding Councils, Curriculum Authorities and quality assessment organisations. The
secondary data has been supplemented with a wide variety of employer engagement
activities including focus groups, in-depth interviews and a quantitative survey of 599
employers across the sector.
2.2
Data Sources
This study draws on a wide variety of data sources, both primary and secondary, as
summarised in the table below.
Figure 1.
Data sources for Stage 2
Title
Ci Research
Quantitative
Employer Survey
(2006)
(‘the quantitative
survey’)
Ci Research In-depth
Qualitative Employer
Survey (2006)
(‘the in-depth survey’)
Ci Research In-depth
Qualitative Training
Provider Survey
(2006)
(‘the in-depth survey’)
Ci Research CoVE
Focus Group (2005)
Automotive Skills
Regional Employer
Workshops –
facilitated by Ci
Research (2005)
Chapter Coverage
s
Primary research carried out for Stage 2 of the 3, 7, 8
UK
SNA. 599 employers were surveyed, stratified to
reflect the retail automotive sector in terms of
regional/national distribution and company size.
For this reason the survey contains more small
employers (with less than 10 employees) than
many other relevant surveys.
7, 8
UK, but
Primary consultation carried out for Stage 2 of the
only
SNA, gathering opinions from a wide range of
limited
employers who were highlighted by Automotive
coverage
Skills’ as being exemplars of good / best practice.
in Wales
Primary consultation carried out for Stage 2 of the 7, 8
UK, but
SNA, gathering opinions from a wide range of
only
private and public sector training providers who
limited
were highlighted by Automotive Skills’ as being
coverage
exemplars of good / best practice.
in Wales
A focus group facilitated by Ci research with 7
England
members of the retail automotive sector CoVE
Quality Improvement Group. Attended by over ten
CoVE representatives the discussion focused on
key issues facing training within the sector.
A series of six Regional Employer Workshops 7
UK
held in 2005 in Thatcham (01/09), Loughborough
(06/09), Bristol (08/09), Manchester (13/09),
Newcastle (14/09) and Edinburgh (23/11).
Groups were well attended and discussions
focused on key issues for workforce development
and training in the retail automotive sector.
Assessment of Current Provision (UK)
Description
Page 25 of 250
July 2006
Learning and Skills
Council (LSC),
National Employers
Skills Survey (NESS)
(2004)
Futureskills Scotland,
Scottish Employer
Skills Survey (SESS)
(2004)
University for Industry
(UfI), Learndirect
Course Database
(December 2005)
Department for
Education and
Learning (DELNI),
Further Education
Statistical Record
(2003/04)
Education and
Learning Wales
(ELWa), Lifelong
Learning Wales
Record (2005)
Scottish Funding
Council (SFC), Infact
Database (2004/05)
Scottish Enterprise
(SEn), Modern
Apprenticeship and
Skillseekers Statistics
(2004/05)
Highlands and
Islands Enterprise
(HIE) Modern
Apprenticeship and
Skillseekers Statistics
(2004/05)
A large-scale survey carried out to assess skills
and training across the English economy. The
NESS was stratified by sector, enabling
information specific to the retail automotive sector
to be considered. It was not, however, stratified
by the company size characteristics of different
sectors and therefore tends to contain views
more typical of larger employers within the retail
automotive sector.
A large-scale survey carried out to assess skills
and training across the English economy. The
SESS was stratified by sector, enabling
information specific to the retail automotive sector
to be considered. It was not, however, stratified
by the company size characteristics of different
sectors and therefore tends to contain views
more typical of larger employers within the retail
automotive sector.
The UfI course database is used by the
LearnDirect website and by careers advisers to
source vocational training courses across the UK.
It includes both public and private provision. The
database does not include most of the provision
serving the sector in Scotland. In addition, the
classifications of courses in Scotland, both in
terms of subject areas and levels, are different
and therefore difficult to compare.
The Further Education Statistical Record includes
all enrolments on vocational courses at Further
Education colleges in Northern Ireland. 2003/04
is the latest data available. Retail automotive
sector specific statistics were provided on request
from DELNI. No work based learning statistics
were available.
Raw data from the Lifelong Learning Wales
Record (LLWR) was provided by ELWa. It covers
all students in both Further Education and Work
Based Learning in Wales. The statistics include
distance learning and electronic learning, making
comparison with other UK datasets difficult.
The Infact database, available online from SFC,
provides detailed statistics on students in Further
Education in Scotland. It does not, however,
contain enrolment statistics, since it focuses on
the number of students on the courses at any one
time.
This dataset, from Scottish Enterprise, is the
closest substitute for statistics on Work Based
Learning in most of Scotland (excluding
Highlands and Islands), although only enrolments
on Modern Apprenticeships and Skillseekers
courses are included.
This dataset, from Highlands and Islands
Enterprise, is the closest substitute for statistics
on Work Based Learning in the Highlands and
Islands of Scotland, although only enrolments on
Modern
Apprenticeships
and
Skillseekers
courses are included.
Assessment of Current Provision (UK)
Page 26 of 250
3, 7
England
3, 7
Scotland
5, 6
App. 319
UK, but
only
partial
coverage
in
Scotland
6
NI
6
Wales
6
Scotland
6
Scotland
6
Scotland
July 2006
Learning and Skills
Council, Individual
Learning Record
(2003/04)
Higher Education
Statistics Agency,
Enrolment Statistics
(2002/03)
Sector Skills
Development Agency
(SSDA), Sector Skills
Matrix (2005)
The ILR is the main data source for Further
Education enrolments in England. It also includes
Work Based Learning and can be broken down
by region and individual subject area.
The Higher Education Statistics Agency collects
data covering all aspects of Higher Education
across the UK. These are their enrolment
statistics.
This survey of the UK Labour Force, provided by
the SSDA, includes data on employment and
skills needs across the UK, broken down into
sectors corresponding to the individual Sector
Skills Councils (SSCs).
Future Skills Wales, This survey, carried out by Future Skills Wales,
Sector Skills Survey provides a snapshot of skills needs and
(2003)
employment in Wales in 2003. However, as
originally published, it contains no data specific to
the retail automotive sector. Automotive Skills
have worked with Future Skills Wales to create a
breakdown of sector-specific information where
possible.
Department for
The Northern Ireland Skills Monitoring Survey
Education and
provides a snapshot of skills needs and
Learning, Northern
employment in Northern Ireland in 2002. This
Ireland Skills
survey does not have a breakdown for the retail
Monitoring Survey
automotive sector. The data is also four years old
(2002)
which limits the 2006 relevance of the findings.
Ofsted, FE College
These inspection reports cover Further Education
Inspection Reports
colleges in England, grading them numerically
(2002-2006)
according to a number of criteria and also
recording pass rates and student retention levels.
The figures used are for Engineering / Motor
Vehicle Departments.
Adult Learning
The ALI inspections cover Work Based Learning
Inspectorate,
in England, grading providers numerically
Inspection Reports
according to a number of criteria and recording
(2001-2006)
pass rates and student retention levels. Data can
be broken down by region and inspection criteria.
The figures used are for Engineering, Technology
and Manufacturing departments.
Education and
ETI inspections, until very recently, did not give
Training Inspectorate, numeric grades. The summary of the data in this
Inspection Reports
report is therefore based on a qualitative
(2003-2006)
assessment of the opinions expressed in the
inspections. The figures used are grades for
whole colleges offering relevant courses.
HMIe Scotland,
These inspection reports cover Further Education
Further Education
colleges in Scotland, grading them numerically
Inspection Reports
according to a number of criteria and also
(2002-2006)
recording pass rates and student retention levels.
The figures used are grades for whole colleges
offering relevant courses.
Estyn, Further
Estyn assess colleges using a series of graded
Education Inspection questions which inspectors must answer with
Reports (2001-2005) respect to an individual college. The figures used
are grades for whole colleges offering relevant
courses.
Assessment of Current Provision (UK)
Page 27 of 250
6
England
6
UK
7
UK
7
Wales
7
NI
8
England
8
England
8
NI
8
Scotland
8
Wales
July 2006
3 Training and Workforce Development in the
Automotive Sector
3.1
ƒ
Key Messages and Issues
Automotive Skills endorse a number of qualifications and standards for training in the sector,
and
ƒ
co-ordinate the relationship between the sector and training providers.
Significantly fewer employers in the Retail Automotive Sector than in the economy as a whole
provide training to their employees; however, the training spend per trainee in the sector is
significantly higher.
ƒ
Fewer employers in the sector use FE colleges for training than the average across all
sectors.
ƒ
According to an English survey (NESS), the number of days spent on training per capita was
4.5, compared to 5.9 in the economy as a whole.
ƒ
Research carried out for Stage 2 indicates that 27.6% of employers in the sector had a
Business Plan or Strategy. 12.0% had a Training Plan and 7.2% had a Training Budget.
Smaller companies were much less likely than larger companies to have any of these.
ƒ
Smaller organisations tended to concentrate training in longer periods.
ƒ
The most common type of training was Technical, followed by Health and Safety. Training in
Management, ICT or Supervisory Skills was less frequently provided.
ƒ
47.5% of sector employers devoted 90% or more of their training time to workshop
occupations. For companies with less than 10 employees, this figure increased to 72.9%.
ƒ
Of these small companies, 89.6% provided no Sales training, 81.3% no Management training,
and 79.2% no Administrative training.
3.2
The Role of Automotive Skills in Training and Workforce
Development
Automotive Skills work in partnership with a variety of organisations to ensure qualifications
for all sectors of the retail motor industry are provided. Automotive Skills offer standards and
qualifications in the following industry sectors: Vehicle Fitting; Vehicle Maintenance and
Repair; Vehicle Body and Paint Operations; Roadside Assistance and Recovery; Vehicle
Parts Operations; Vehicle Sales; Vehicle Rental and Leasing Operations. 2
Automotive Skills support fourteen NVQs/SVQs over three levels covering each sector of the
industry, some of which have been broken down further to accommodate specialities.
Although open to anyone, they are often obtained within apprenticeship programmes.
Adjacent to the educational route, training in Key, Core or Essential Skills is offered. These
are generic skills to aid individual improvement, self learning and performance in education,
2
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
Assessment of Current Provision (UK)
Page 28 of 250
July 2006
training and work 3. In addition, the sector has developed a range of technical certificates for
most motor industry sectors. These are now a mandatory requirement for all Traineeship and
Modern Apprenticeship programmes. 4
To improve productivity and competitiveness of the retail motor industry, Automotive Retail
Management StandardsTM have been developed and approved for managers and potential
managers. 5
Universities now offer educational courses related to the motor industry. One example is
Motorsport Engineering and Motorsport Management Degree programmes. However, despite
the observed growth of higher education courses for sectors within the automotive industry,
The Motorsport Valley Workforce Development Plan 2003 (WDP), undertaken by the
Motorsport Industry Association, questions whether such courses really meet the needs of the
industry by being industry-led and thus responding to employer pressure or, as it suggests,
provision of such courses are determined more by the University and student’s choices. 6
Research carried out for the Motorsport Valley Workforce Development Plan also suggests
that the motor industry needs help towards taking responsibility for defining and developing
the skills of its employees. A common approach of some employers to meeting their needs is
to ‘poach’ from other companies, in preference to developing the skills of their own staff. In
addition, to enable educational courses to be industry led, the sector should collaborate with
the learning and skills sector in identifying skills needs, and to assist with the way in which
courses are designed and delivered. This partnership may become more important as
predicted technological and sectoral changes occur resulting in a change in demand of the
7
skills required. As such, the management and co-ordinating role of Automotive Skills will be
crucial to ensuring that effective relationships are fostered.
3.3
Level of Training Activity
The figure below illustrates the training activity within the Automotive Skills sector, as
highlighted by the National Employers Skills Survey (NESS) 2004 which only covers
employers in England. It shows that 10% less establishments in the Automotive Skills sector
provided training than overall (all SSCs) (54% in the Automotive Skills sector vs. 64% overall).
Just below a third of establishments provided training for more than 90% of their staff.
3
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
4
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
5
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
6
Motorsport Valley Workforce Development plan, 2003, Motorsport Industry Association
7
Motorsport Valley Workforce Development plan, 2003, Motorsport Industry Association
Assessment of Current Provision (UK)
Page 29 of 250
July 2006
Figure 2.
Training activity in the Automotive Skills sector
Row %
Base
(wtd)
Base
(unwtd)
Train at
all
Overall
Automotive
Skills
1,410,248
48,801
27,172
1,073
64
54
Train offthe-job at
all
47
41
Train onthe-job
only
17
13
Train
90%+ of
staff
44
32
Train
<25% of
staff
8
9
Source: National Employers’ Skills Survey 2004, p. 88, Figure 5.7
The quantitative survey conducted for Stage 2 of the Skills Needs Assessment supports this,
highlighting that 54% of employers in the retail automotive sector across the UK had provided
training within the last 12 months.
Figure 3.
Training activity in the Automotive Skills sector
Over the past 12 months, have you funded
or arranged any training or development
for staff?
Automotive Skills
Region / Nation
North East
North West
Yorkshire and the Humber
East Midlands
West Midlands
South West
East of England
South East
London
Wales
Scotland
Northern Ireland
Size of Company
1–9
10 – 99
100 – 1000+
Yes
No
Don’t Know
54.01%
44.92%
1.07%
77.78%
54.17%
50.00%
45.45%
73.33%
46.15%
42.86%
54.05%
35.71%
66.67%
70.00%
40.00%
22.22%
41.67%
50.00%
54.55%
26.67%
53.85%
57.14%
43.24%
64.29%
33.33%
30.00%
60.00%
0.00%
4.17%
0.00%
0.00%
0.00%
0.00%
0.00%
2.70%
0.00%
0.00%
0.00%
0.00%
41.38%
67.92%
94.44%
56.90%
32.08%
5.56%
1.72%
0.00%
0.00%
Source: Ci Research 2006 Automotive Employer Quantitative Survey
As can been seen, when findings are assessed by company size, larger businesses were
more likely than medium sized and small businesses to have funded or arranged training for
their staff over the last 12 months (94.4% of large companies compared to 67.9% of medium
sized companies and 41.4% of small companies).
Geographical variations were also evident with employers in the North East (77.8%), West
Midlands (73.3%) and Scotland (70.0%), which were comparatively more likely to have
funded or arranged training for staff over the previous year. In contrast, employers in London
(35.7%) were least likely to have done so.
Assessment of Current Provision (UK)
Page 30 of 250
July 2006
3.4
Training and FE Colleges
It was reported in NESS (2004) that across all SSCs 15% of employers sourced training
provision in the previous 12 months through an FE college, and 7% of all employers funded or
arranged such training as a result of tailored or customised advice they received from an FE
college. Of those undertaking any off the job training, a third arranged at least some of their
training through an FE college, and two-fifths did so as a result of tailored or customised
advice from the college. The most common form of training provided by FE colleges was Job
Specific (51%) followed by Health and Safety (29%). 8
The figure below illustrates that fewer employers in the retail automotive sector (43%)
compared to overall (52%) provided job specific training. 13% of employers in the sector
provided training through an FE college (slightly less than the overall average of 15%) and
7% of employers in the retail automotive sector provided training though an FE college after
consultation with a college. 9
Figure 4.
Training in the Automotive Skills sector
Row %
Overall
Automotive
Skills
Base
(wtd)
Base
(unwtd)
Provide jobspecific
training
Train but no
jobspecific
training
1,410,248
48,801
27,172
1,073
52
43
12
11
Train but
only
induction
/ health
& safety
2
2
Train
through
FE college
15
13
Source: National Employers Skills Survey 2004, p90, Figure 5.9
A survey carried out on behalf of the SSDA and Automotive Skills (2005) conducted with
employers in the vehicle maintenance and repair sector in Greater Manchester, Devon and
Cornwall found that when employers were asked about what external training they used in the
last 2 to 3 years, 47% said they had used FE colleges and 24% said they were very likely to
use FE colleges to provide training in the next 12 months. Out of those who said they did not
use FE colleges to provide training, 23% said this was due to colleges not providing the
required training.
3.5
10
Business Plans and Training Budgets
The figure below illustrates that in 2003 only 44% of employers in the retail automotive sector
reported that they had a Business Plan, compared to 56% of employers in all SSCs in
8
National Employers Skills Survey 2004, p74 and p76
9
National Employers Skills Survey 2004, p90, Figure 5.9
10
SSDA and Automotive Skills, 2004, Skills and training requirements in the vehicle maintenance industry in Greater
Manchester, p21 and 13
Assessment of Current Provision (UK)
Page 31 of 250
July 2006
Train
through FE
college
after
consultation
7
7
England (NESS, 2003). Almost a third of all employers reportedly had a budget for training
expenditure, which differed to the retail automotive sector, where as few as a quarter of
employers said they had a training budget. 11
Figure 5.
Training in the Automotive Skills sector
Business Plan specifying
objectives for the coming year
Training plan that specifies in
advance the level and type of
training for employees in the
coming year
Budget for training expenditure
% funding or arranging training
for staff over the last 12 months
% of staff trained
% of staff with job description
% staff with annual performance
review
Weighted Based
Un-weighted Based
Automotive Skills %
44
England %
56
32
39
24
43
31
59
55
85
66
53
88
75
72,417
2,809
1,915,053
72,100
Source: National Employers Skills Survey 2004, p90, Figure 5.9
This contrasts with the quantitative survey conducted as part of the Stage 2 research, which
found that only 27.6% of employers in the retail automotive sector had a Business Plan or
Strategy that outlined their objectives for the coming year. Only 12.0% had a Training Plan,
and just 7.2% had a specific budget for training expenditure.
These two sources can be compared with a further survey carried out on behalf of Skills for
Business (2005), conducted with employers in the vehicle maintenance and repair sector in
Greater Manchester, Devon and Cornwall, which found that when employers were asked if
they had a Business Plan with specific objectives for the coming year, 62% said yes. When
asked if they had a Training Plan, 64% said yes and 44% said they had a budget for training
12
13
expenditure . This is notably higher than the results from the NESS and contrasts even
more with the results from the Stage 2 quantitative survey.
A possible explanation for these disparities could be a variation in the size of the companies
surveyed. The quantitative survey conducted for Stage 2 was stratified to reflect the overall
business population of the retail automotive sector and was therefore predominantly focused
on small businesses (511 of the 599 completed interviews were with businesses with 1 to 9
employees). Smaller companies were dramatically less likely than medium or large size
companies to have a Business Plan (23.1% as compared to 50.6% for medium size
11
Key findings from the National Employer Skills Survey 2003: Automotive Skills Sector Skills Council, p29
12
SSDA and Automotive Skills, 2005, Skills and training requirements in the vehicle maintenance industry in Greater
Manchester, p25
13
Key findings from the National Employer Skills Survey 2003: Automotive Skills Sector Skills Council, p29
Assessment of Current Provision (UK)
Page 32 of 250
July 2006
companies), a Training Plan, a HR handbook, individual training plans, a training budget, a
dedicated HR or training manager, or a formal staff appraisal process.
Figure 6.
Automotive Skills Employers who have a Business Plan, Training Plan or Budget
A Formal Staff
Appraisal Process
A Dedicated
Human Resources
or Training
Manager
A Training Budget
Individual Training
Plans for
employees
A Training or
Human Resources
Handbook for Staff
A company
Training Plan or
Strategy
Automotive Skills
Size of Company
1–9
10 – 99
100 – 1000+
A Business Plan or
Strategy that
outlines the
objectives for the
Q1: Which of the
following exist at
your establishment?
27.55%
12.02%
13.19%
12.69%
7.18%
8.18%
14.69%
23.09%
50.63%
77.78%
5.68%
45.57%
77.78%
7.83%
43.04%
55.56%
6.85%
45.57%
55.56%
2.94%
25.32%
88.89%
3.72%
27.85%
88.89%
6.85%
58.23%
77.78%
Source: Ci Research 2006 Automotive Employer Quantitative Survey
3.6
Training Volume
The number of days spent on training per capita in the retail automotive sector was 4.5, this
compared to 5.9 overall. Training days per trainee were reported to be 9 and the average
spend per day on training was £51, higher than the overall average of £34. 14
Figure 7.
Training in the Automotive Skills sector
Row %
Base
(wtd)
Base
(unwtd)
Overall
Automotive
Skills
1,410,248
48,801
27,172
1,073
Days
training
per
capita
5.9
4.5
Days
training
per
trainee
9.7
9
Training
spend
per
capita
205
230
Training
spend
per
trainee
335
460
Training
spend
per day
training
34
51
Source: National Employers Skills Survey 2004, p89, Figure 5.8
This is contradicted by the data from the 2006 quantitative survey which found that 51.5% of
employers in the retail automotive sector were providing only 1 to 5 days of training per
trainee.
Another finding from the quantitative survey was that smaller organisations were significantly
more likely to provide long periods of training over 20 days (23.4%), than medium sized
organisations (6.5%). This could be due to the practicalities of providing training in an
environment where the loss of one member of staff presents operational problems;
concentrating training in longer periods might allow a temporary replacement to be found for
the trainee.
14
National Employers Skills Survey, 2004, p89
Assessment of Current Provision (UK)
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July 2006
In terms of spending, the majority (62.1%) of respondents who provided training for their
employees spent less than £500 in total per annum on that training, with many (30.8%) not
paying for training at all, indicating either state-funded provision or informal training for which
the cost was not quantified.
3.7
Types of Training
Figure 8.
Types of training arranged by employers in the Automotive Sector in the last 12
months
Health & Safety Training
Basic Skills Training
Generic Skills Training
Technical Skills
Management and
Leadership Training
Supervisory Skills Training
Financial or Financial
Compliance Training
Environmental Compliance
Training
Job-Specific IT Training
General IT Training
Any other training
Induction Training
Q10: Which types of
training
have you arranged for your
employees over the past 12
months?
Total
50.5%
Size of Company
1–9
31.9%
10 – 99
65.2%
100 – 1000+
75.0%
69.3%
26.7%
37.6%
79.2%
31.7%
23.8%
16.8%
38.6%
21.8%
27.7%
5.0%
51.1%
84.8%
87.5%
12.8%
39.1%
37.5%
27.7%
41.3%
75.0%
87.2%
73.9%
62.5%
12.8%
45.7%
62.5%
8.5%
34.8%
50.0%
4.3%
23.9%
50.0%
27.7%
50.0%
37.5%
10.6%
28.3%
50.0%
14.9%
37.0%
50.0%
2.1%
8.7%
0.0%
Source: National Employers Skills Survey 2004, p89, Figure 5.8
The Stage 2 quantitative survey identified that the most common type of training arranged for
employees in the sector in the last 12 months was Technical (79.2%). Health and Safety
(69.3%) and Induction (50.5%) training was also provided by more than half of employers.
However, upskilling in Management, ICT and Supervisory Skills were less strongly
emphasised, and only 26.7% of companies provided Basic Skills training. Least common was
Financial or Financial Compliance Training, provided by only 16.8% of employers.
Overall, the largest proportion of training taking place in the Automotive Sector was in the
broad category of workshop occupations; 47.5% of organisations devoted 90% or more of
their training to this. In smaller companies, with less than 10 employees, this was even more
pronounced, with 72.9% of all these companies carrying out 90% or more of their training in
this subject area. For many organisations, this was the only form of training provided; 89.6%
of small companies did not provide any Sales training, 81.3% no Management training, and
79.2% no Administrative training.
Assessment of Current Provision (UK)
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July 2006
Even in the case of medium sized companies (between 10 and 100 employees), 61.1%
provided no Sales training, 41.7% no Management training and 50.0% no Administrative
training.
Assessment of Current Provision (UK)
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July 2006
4 Overview of the Funded Training Structure
4.1
Key Messages and Issues
ƒ
Training structures vary significantly between the constituent nations of the UK.
ƒ
Automotive Skills take the lead in setting National Occupational Standards upon which many
vocational qualifications for the sector are based.
ƒ
Apprenticeship schemes are available for work based learning in all parts of the UK, although
the detail of the scheme varies from country to country.
ƒ
Apprenticeships are based on NVQs (National Vocational Qualifications) or SVQs (Scottish
Vocational Qualifications), awarded by independent examination boards such as Edexcel.
ƒ
Qualifications are also provided by third parties such as the Institute of the Motor Industry (IMI)
and City and Guilds. IMI also provide a sector-specific UK-wide management benchmark,
ARMS.
ƒ
Qualifications are accredited by the QCA (Qualifications and Curriculum Authority), SQA
(Scottish Qualifications Authority), CCEA (Council for the Curriculum, Examinations and
Assessment - Northern Ireland), or DELLS (Department of Education, Lifelong Learning and
Skills - Wales).
4.2
Methods of Analysis
In order to assess current provision in the sector a number of different methodological
approaches were used. Firstly, secondary analysis of course and learner data was
undertaken on information obtained by Automotive Skills from the following organisations:
ƒ
Learning and Skills Council,
ƒ
ELWa (now the Welsh Assembly),
ƒ
Scottish Executive,
ƒ
Scottish Further and Higher Education Funding Council (SFC),
ƒ
Scottish Enterprise,
ƒ
Highlands and Islands Enterprise,
ƒ
Department for Employment and Learning Northern Ireland (DELNI).
In addition, data was sourced directly from:
ƒ
Ofsted,
ƒ
Adult Learning Inspectorate,
ƒ
University for Industry,
ƒ
Scottish University for Industry
ƒ
Qualifications and Curriculum Authority,
ƒ
Scottish Qualification Authority,
ƒ
University and Colleges Admission Services (UCAS),
Assessment of Current Provision (UK)
Page 36 of 250
July 2006
ƒ
Higher Education Statistics Agency (HESA).
This data has been used to provide the analysis of publicly available provision in the United
Kingdom by subject area and level (where available). In order to capture the extent of
privately funded training undertaken across the sector, a survey of employers was undertaken
between January and March 2006 to capture levels of investment and type of training. This
data has been weighted to reflect national proportions.
4.3
Structure of Training by Country
Training structures differ by country in the United Kingdom. Not only does this pose a
challenge for trying to assess current provision, it can also create problems for employers
who work across national barriers. Therefore, in order to contextualise the information
included in the report, it is important to appreciate the different structures.
4.4
Accreditation Routes and Awarding Bodies
The Qualifications and Curriculum Authority are responsible for approving qualifications in
England, Wales and Northern Ireland, which are created by awarding bodies such as City &
Guilds, Edexcel, the Institute of the Motor Industry, the Awarding Body Consortium (ABC) and
the Council for the Curriculum Examinations and Assessment (CCEA). The Scottish
Qualification Authority (SQA) is responsible for the assessment and certification of
qualifications in Scotland. Brief descriptions of these bodies are provided below.
4.4.1
Automotive Skills
Between September 2004 and February 2005, Automotive Skills reviewed the technical
national occupational standards that are used to develop Vocationally Related Qualifications
and National Vocational Qualifications and Scottish Vocational Qualifications in:
ƒ
Roadside Assistance and Recovery,
ƒ
Vehicle Body and Paint Operations,
ƒ
Vehicle Fitting Operations,
ƒ
Vehicle Maintenance and Repair.
In previous frameworks, sectors of the industry were all grouped under one framework code;
235. These sectors are as follows:
ƒ
Vehicle Fitting,
ƒ
Vehicle Maintenance and Repair,
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ƒ
Roadside Assistance and Recovery,
ƒ
Vehicle Body and Paint,
ƒ
Vehicle Parts Operations,
ƒ
Vehicle Sales.
This has now been broken down to create six separate frameworks in order to collect
numerical data that will help the LSC and Automotive Skills assess which of the sectors
attracts the most apprentices.
Apprenticeship programmes exist in all four countries of the United Kingdom. However, each
country has slightly different requirements, which are as follows 15:
ƒ
In England, the apprenticeship programmes are available at level two and level three.
ƒ
In Wales, the apprenticeship programmes are available at level two and level three and are
called Foundation Modern Apprenticeship and Modern Apprenticeship respectively.
ƒ
In Northern Ireland, the apprenticeship programmes are available at level two and level three
and are called Traineeships and Modern Apprenticeship respectively.
ƒ
In Scotland, the apprenticeship programme is only available at level three and is called a
Modern Apprenticeship.
The review of the technical national occupational standards identified a number of gaps in
current provision. Through this process the following additional N/SVQs and apprenticeship
programmes have been created:
ƒ
Within Vehicle Fitting, there is a new programme at level three to develop managers for the
vehicle fitting sector.
ƒ
Within Roadside Assistance and Recovery, a greater distinction has been made between
Vehicle Recovery and Roadside Assistance. Roadside Assistance used to exist within Vehicle
Maintenance and Repair.
ƒ
Within Vehicle Maintenance and Repair, a new Apprenticeship route has been created at level
two for people involved in Mobile Electrics.
ƒ
Within Vehicle Body and Paint, there is a new Apprenticeship route at level two and a route at
level three to help develop Mechanical, Electrical and Trim technicians.
4.4.2
The Institute of the Motor Industry (IMI)
The Institute of the Motor Industry (IMI) is the professional body for individuals working in all
sectors of the motor industry, with a membership of 25,000. Its role is to improve standards
through the qualification and continuing professional development of individuals. A full list of
IMI
qualifications
by
Assessment of Current Provision (UK)
level
is
provided
Page 38 of 250
in
Appendix
1.
July 2006
4.4.3
City and Guilds
City & Guilds is the leading provider of vocational qualifications in the United Kingdom. City &
Guilds is the only awarding body solely dedicated to vocational learning, with over 1.5 million
learners working towards a City & Guilds qualification every year. In terms of automotive
qualifications, Appendix 2 details the names, levels and types of qualification offered by City &
Guilds.
4.4.4
Edexcel
Edexcel is the largest awarding body in the UK. It develops a diverse range of academic and
vocational qualifications, prepares course specifications, assesses, examines and provides
quality control of qualifications and certifies achievement.
Qualifications offered by Edexcel include A levels, GCSEs, GNVQs, Key and Basic Skills, and
its vocational BTEC suite that provides progression from pre GCSE level through to subdegree Higher National Diplomas and tailor made qualifications for employers.
4.4.5
Awarding Body Consortium
The Awarding Body Consortium (ABC) is one of the largest vocational awarding bodies in the
UK. ABC offers vocational qualifications from Entry Level to Level 4 across a wide range of
sectors.
4.4.6
Council for the Curriculum, Examinations and Assessment
The Council for the Curriculum Examinations and Assessment (CCEA) is Northern Ireland’s
leading awarding body and offers a diverse range of qualifications, such as GCSEs, including
the new GCSE Double Award specifications in vocational subjects, GCE A and AS levels and
Entry Level Qualifications.
4.4.7
Scottish Qualifications Authority
The Scottish Qualifications Authority is the national body in Scotland responsible for the
development, accreditation, assessment and certification of qualifications other than degrees.
15
Automotive Skills, Standards and Qualifications,
http://www.automotiveskills.org.uk/auto/control/StandardsModApprenticeship_Intro_Menu
Assessment of Current Provision (UK)
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July 2006
4.5
ARMS
The Automotive Retail Management Standard (ARMS) is the automotive industry-specific,
nationally recognised management benchmark which provides an effective means of
improving existing managerial skills 16.
ARMS was designed and developed by employers and other key stakeholders representing
the industry, to ensure relevance across the whole automotive retail sector and, more
importantly, to deliver proven business benefits.
Two qualifications have been developed to recognise those who can demonstrate that they
meet the ARMS benchmark. They are awarded jointly by the IMI and the CMI (Chartered
Management Institute). In February 2006, these qualifications gained the status of being
recognised within the national qualifications framework at Level 5. They are:
ƒ
The Certificate in Automotive Retail Management which is designed for line managers and
potential line managers who meet the requirements of the first ten units of ARMS. As the
candidate progresses through the units they will apply their learning to in-house projects
driven by the needs of the business.
ƒ
The Diploma in Automotive Retail Management which is designed for those managers who
can, not only meet the requirements of the Certificate, but can also demonstrate that their
learning is integral to their role within the business operation.
Universities can also include the ARMS in their degree programmes.
16
ARMS (website) http://www.armsprofessional.org.uk/content/section/5/104/
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5 Mapping Provision
5.1
ƒ
Key Messages and Issues
Geographically, according to the UfI database, the North West and South of England had the
largest number of automotive sector courses available, whilst Scotland had the fewest.
ƒ
Qualifications were most frequently provided at Level 3 in most regions and nations of the UK,
except in the East of England and the West Midlands where Level 2 was the most widely
available.
ƒ
Vehicle Maintenance / Repair and Vehicle Maintenance / Repair / Servicing were the most
widely available courses. The widest variety of available courses was found in the south of the
UK.
ƒ
Maps showing the availability of courses of individual types and levels can be found in
Appendices 3 to 19.
5.2
Methodology
In order to provide a snapshot of provision, the University for Industry has provided a list of all
courses offered as registered on the Learn Direct website (as of December 2005). While this
cannot be considered a complete list, it provides an indication of how provision is distributed
across the United Kingdom.
Data has been sourced on the basis of the Automotive Skills Learn Direct classification codes
(LDSC). However, as a database could not be provided with these codes included, courses
have been manually assigned to subject areas. Similarly, qualification levels were allocated
via primary research activities; including provider website analysis and direct telephone
enquires. In order to map all qualifications on one UK map, all courses have been coded
using the England, Wales and Northern Ireland Qualification Framework. The LDSC codes
used are as follows:
ƒ
Motor trade operations (sales), BD.3
ƒ
- motor trade sales, BD.31
ƒ
- garage operations (sales), BD.32
ƒ
ƒ
- forecourt work (garage operations), BD.321
- vehicle parts / accessories (sales), BD.33
ƒ
Vehicle finishing, XR.24
ƒ
Vehicle maintenance / repair / servicing, XS.
ƒ
Vehicle maintenance / repair, XS.1
ƒ
- vehicle cleaning, XS.15
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July 2006
ƒ
- vehicle inspection, XS.16
ƒ
Vehicle workshop practice, XS.2
ƒ
Vehicle body maintenance / repair, XS.3
ƒ
- panel beating, XS.31
ƒ
- vehicle welding, XS.32
ƒ
- vehicle restoration, XS.33
ƒ
- classic vehicle restoration, XS.331
ƒ
- vintage vehicle restoration, XS.332
ƒ
ƒ
- vehicle painting / spraying (bodyshop), XS.34
Vehicle engine maintenance / repair, XS.4
ƒ
- engine diagnostics, XS.41
ƒ
- LGV engines, XS.42
ƒ
- car & van engines, XS.43
ƒ
- diesel engines (vehicle), XS.44
ƒ
Vehicle fuel systems, XS.45
ƒ
- fuel injection systems, XS.451
ƒ
- turbo-charging, XS.452
ƒ
- catalytic converters, XS.453
ƒ
- vehicle exhaust systems, XS.46
ƒ
- vehicle ignition systems, XS.47
ƒ
- vehicle lubrication, XS.48
ƒ
Vehicle wheel & tyre fitting, XS.5
ƒ
Vehicle electrical / electronic systems, XS.6
ƒ
ƒ
- vehicle battery / charging systems, XS.61
Vehicle steering / braking / transmission, XS.7
ƒ
- braking systems, XS.71
ƒ
- gears / gear boxes (vehicle), XS.72
ƒ
Bicycle maintenance / repair, XS.8
ƒ
Motorcycle maintenance / repair, XS.9
The subsequent maps and analysis give a geographical overview of the number of retail
automotive courses available in each region or nation of the UK, encompassing analysis of
both course level and subject. More in depth analysis of the geographic patterns of provision,
both in terms of level and course subject, is contained within Appendices 3 to 19.
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July 2006
5.3
Figure 9.
All Qualifications
Training in the Automotive Skills sector
Source: National Employers Skills Survey 2004, p90, Figure 5.9
Figure 8 illustrates that Scotland had the fewest retail automotive courses available when
compared to the rest of the UK (December, 2005). Both Wales and Northern Ireland fell within
the category of 193 to 317 courses, as did the North East and the East Midlands regions. The
West Midlands, the East of England and London had between 317 and 447 courses running
at different levels. The North West and Yorkshire and Humberside had the second highest
number of courses in the UK (447 to 533), with the South of England (South West and South
East) having the greatest volume of courses (553 to 593).
Further investigation revealed that there were a total of 3948 courses available to the retail
automotive sector at differing levels throughout the UK, with the South East having the
greatest number of courses available (593 courses). Both Wales and Northern Ireland had
approximately 250 courses running, which was relatively low in comparison to most of the
English regions. For instance, the North West and Yorkshire and Humberside both had
nearly 450 courses available. Out of all of the regions and nations, Scotland had the lowest
number of courses available at varying levels with 66 courses running, 527 courses less than
the highest automotive density found in the South East of England.
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July 2006
5.4
Qualifications Offered by Level
Figure 10.
Level of Courses Available
Source: UfI Database, sourced December 2005
Figure 9 gives an overall view of the number of qualifications available at various levels
(ranging from NQF (National Qualifications Framework) Entry Level to Levels 5 to 8) in each
of the regions and nations of the UK. 17
Gaps in qualifications are evident in six of the
geographical areas at varying levels, especially within Scotland which appears to have gaps
from Level 4 onwards. However, it is important to take into consideration that in Scotland
there were a relatively high number of qualifications that were not known or not applicable.
Additional gaps were apparent in the East Midlands, the North West and Wales for Entry
Level qualifications, in Northern Ireland for Level 1 qualifications, and in the East of England
there were gaps for Level 5 qualifications onwards.
For the majority of regions and nations across the UK, Level 3 was the most accessible
qualification serving the retail automotive sector, consequently Level 3 had the highest
number of qualifications when compared to all of the levels, with a total of 1058 courses
running throughout the UK.
17
NQF levels are not valid for Scotland and so SCQF (Scottish Credit and Qualifications Framework) levels have been used
and mapped to their equivalent NQF level. For more information on SCQF levels visit www.scqf.org.uk
Assessment of Current Provision (UK)
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July 2006
Level 2 was found to be the second most accessible qualification across the UK, although
there were approximately 500 courses less than Level 3 (577 courses). Within this, Level 2
was found to be the most available qualification in the East of England and the West
Midlands.
The course level that was least available across the UK was Entry Level, with only 63 courses
running in December 2005.
5.5
Qualifications Offered by Type of Course
Figure 11.
Type of Courses Available
Source: UfI database, sourced December 2005
Figure 10 gives an overview of the different courses available in the retail automotive sector
throughout the UK by illustrating the percentage of total courses within each of the regions
and nations.
The comparative analysis of the segmentation of courses clearly shows that Vehicle
Maintenance / Repair / Servicing and Vehicle Maintenance / Repair were highly catered for in
each of the regions and nations. Geographical variations are evident for other forms of
provision, for instance a higher proportion of courses serving the retail automotive sector in
Assessment of Current Provision (UK)
Page 45 of 250
July 2006
Scotland focused on Vehicle Engine Repair and Bicycle Maintenance / Repair than in other
UK regions and nations. The South East, on the other hand, had a high percentage of its
retail automotive courses focusing on Vehicle Steering / Braking / Transmission, Vehicle
Electrical / Electronic Systems and Vehicle Engine Maintenance / Repair.
In addition, it is evident that Motor Trade Operations, Bicycle Maintenance / Repair and
Vehicle Workshop Practice courses were the only types of provision not catered for to some
degree across every region or nation. When examined geographically, it is apparent that the
North East of England has the least variety of courses available, as it did not provide any of
the three course types mentioned above. Similarly, Scotland did not provide courses for
Vehicle Workshop Practice.
In terms of the most frequently provided subject, Vehicle Maintenance / Repair / Servicing,
the North West region had the highest figure with 143 courses available, followed closely by
Yorkshire and Humberside with 137 courses.
In terms of Vehicle Maintenance / Repair
courses, the South East offered the highest level of provision with 146 courses.
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July 2006
6 Funded Learner Data Review
6.1
ƒ
Key Messages and Issues
Northern Ireland: Further Education – 2003/04
ƒ
FE Enrolments in the sector steadily increased between 2000/01 and 2003/04.
ƒ
Most courses were taken part time, although this varied significantly depending
on the qualification level and type.
ƒ
The proportion of females taking part in courses in the sector was much higher
than elsewhere in the UK.
ƒ
The majority of male enrolments were by under 19s; the majority of female
enrolments were by over 25s.
ƒ
Wales: Further Education – 2004/05
ƒ
The most frequently studied course, by a considerable margin and for all
demographic, ethnic and gender groups, was Vehicle Maintenance / Repair.
ƒ
Vehicle Engine Maintenance / Repair made up over a third (34%) of all Level 3
courses studied.
ƒ
The widest variety of courses were studied in North Wales, even though the
majority of enrolments were in South East and South West Wales (a total of
59%).
ƒ
ƒ
The number of females enrolled on courses in the sector was low (6.4%).
ƒ
The majority of enrolments were by under 19s.
Wales: Work Based Learning – 2004/05
ƒ
The most frequently studied course, by a considerable margin and for all
demographic, ethnic and gender groups, was Vehicle Maintenance / Repair.
ƒ
The number of females taking part in courses in the sector was very low (1.4%).
ƒ
Level 3 qualifications were the most frequently studied; however, in all regions
except South East Wales, a higher proportion of trainees were studying at Level
2.
ƒ
ƒ
In 2004/05, very few learners in the sector were over 24 and most were under 19.
Scotland: Further Education – 2004/05
ƒ
Enrolments in FE in the sector remained largely static between 2000/01 and
2004/05.
ƒ
The majority of learners were under 18.
ƒ
Most courses were undertaken part time, although this varied significantly
depending on the qualification level and type.
ƒ
A majority of those studying retail automotive related FE qualifications in Scotland
were studying either ‘other’ qualifications (not SVQ, NVQ, HNC or HND) or
‘unrecognised’ qualifications. Frequently, these were awarded by individual
colleges.
ƒ
North Lanarkshire was a major centre of retail automotive sector FE.
Assessment of Current Provision (UK)
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July 2006
ƒ
Scotland: Work Based Learning – 2004/05
ƒ
Enrolments in Modern Apprenticeships have been increasing steadily in recent
years. The vast majority of enrolments were for ‘Motor Vehicles’ apprenticeships.
ƒ
Skillseekers enrolments in the sector have decreased by more than 50% since
2001/02. The majority of enrolments were for either Vehicle Fitting (Fast Fit) or
Vehicle Maintenance and Repair (Light Vehicle).
ƒ
The number of females taking part in Modern Apprenticeships in the sector was
very low (1.0%), although not as low as for Skillseekers courses (0.2%).
ƒ
The vast majority of those taking either Modern Apprenticeships or Skillseekers
courses were under 19 in 2004/05.
ƒ
Lanarkshire was a major centre for work based learning in the sector.
ƒ
Very similar trends were observed in the Highlands and Islands, although a larger
proportion of those studying were over 19.
ƒ
England: Further Education – 2003/04
ƒ
The number of females taking part in Further Education in the sector was low
(5.2%).
ƒ
The vast majority of enrolments were for Vehicle Maintenance / Repair courses
(90.9%), which also received the vast majority of funding (94.4%).
ƒ
Level 1 courses made up the majority of enrolments, followed by Level 2.
Funding also followed this pattern.
ƒ
The majority of enrolments at all levels were by under 19s, although older
learners were significantly more likely to take higher level courses.
ƒ
England: Work Based Learning – 2003/04
ƒ
The vast majority of enrolments were in Vehicle Maintenance / Repair (86.1%).
ƒ
The majority of enrolments were at Level 3, although Level 2 courses were also
frequently studied, especially among the under 19s.
ƒ
The number of females taking part in work based learning in the sector was low
(1.2%).
ƒ
ƒ
Just 4.3% of all enrolments were from ethnic minorities.
ƒ
The majority of learners were under 19.
Higher Education: Automotive Engineering – 2002/03
ƒ
Almost 25% of HE courses across the UK took place in the West Midlands. Very
few took place in the South West or Scotland, and none took place in the North
East or Northern Ireland.
ƒ
The majority of courses were at first degree level.
ƒ
The number of females taking part in HE courses was low (4.5%).
ƒ
Approximately two thirds of those studying were under 25.
ƒ
A representative proportion of students were from UK ethnic minorities.
Assessment of Current Provision (UK)
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July 2006
6.2
Methodology
This section of the report attempts to quantify provision. Rather than mapping the number of
courses offered, using data from the funders of publicly available courses, this section of the
report attempts to provide information on the take up of learning, learner demographics and
achievement.
Data was provided by each of the public funding bodies responsible for provision in the four
home countries. However, due to variations in data collection systems, the level and detail of
the information available differed. Where information gaps were identified, each funding
council was approached for additional detail, however the data was either unavailable or
resources did not permit the supply of such data. This will need to be reviewed in any future
assessment of provision.
Therefore this section represents the most up-to-date and comprehensive overview of publicly
funded learner data that was available at the time of publication.
6.3
Northern Ireland
As we cannot attribute the courses below to employers we have had to assume that they are
relevant, at least in part, to our sector.
Figure 12.
Number of enrolments in the NI FE sector by subject area
Academic year
Subject Area
Motor Vehicle
Transport
Grand Total
2002/03
1,337
81
1,418
2003/04
1,182
74
1,256
Source: Full year FESR, 2005 Note: the above data relates to assessed courses only
The total number of enrolments in Motor Vehicle and Transport subject areas in Further
Education provision in Northern Ireland declined during the period 2002 to 2004 from 1,418 to
1,256. Motor Vehicle enrolments fell by a 155 (12%) while Transport enrolments fell by 7
(9%). However, there is no Northern Irish data available to show how many of these
additional FE learners are entering the sector after completing their courses.
Assessment of Current Provision (UK)
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July 2006
Figure 13.
Number of enrolments in the NI FE sector by qualification type
Qualification route
HNC
NVQ Level 1
NVQ Level 2
NVQ Level 3
NVQ (Equivalent) 1
NVQ (Equivalent) 2
NVQ (Equivalent) 3
NVQ (Equivalent) 4
Grand Total
Enrolments
2003/04
25
179
325
176
144
228
179
*
1,256
2002/03
23
171
266
196
171
320
269
2
1,418
Change
+8.7%
+4.7%
+22.2%
-10.2%
-15.8%
-28.8%
-33.5%
*
-11.4%
Source: Full year FESR, 2005
Figures from FESR show that the number of enrolments on Transport and Motor Vehicle
Further Education courses in Northern Ireland at HNC and NVQ Levels 1 and 2 increased
between 2002/03 and 2003/04. In contrast, enrolments on NVQ Level 3 courses and all NVQ
equivalent courses fell during the same period.
Figure 14.
Number of enrolments in the NI FE sector by age group and gender
Female
Male
Age at 1st July
Change
Change
19 & under
179.7%
-11.5%
20 to 24
-23.4%
1.4%
25 & over
-9.8%
-3.1%
Grand Total
20.2%
-8.1%
Source: FESR, 2005
The data in figures 7, 8, 9 and 10 also contains enrolments on other courses relevant to the
automotive sector but not specific to it (primarily first aid). When reading the following analysis
this should be taken into consideration, since because of this, the data may less accurately
reflect the automotive retail sector.
Over the period 2002/03 to 2003/04, the total number of female enrolments in Transport and
Motor Vehicle courses in Further Education in Northern Ireland rose by 20.2%, whilst over the
same period the number of male enrolments fell by 8.1%.
There has been a significant increase of 179.7% in the number of females aged 19 and under
enrolling on these courses, while the total number in other age groups fell.
Males on the other hand, saw the most significant fall in enrolments (11.5%) in the 19 and
under age group, whilst the 25 and over age group also fell. There was a slight increase of
1.4% in the total number of enrolments for the 20-24 age group.
Assessment of Current Provision (UK)
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July 2006
Figure 15.
Number of enrolments in the NI FE sector by gender
2002/03
37%
63%
Female
Male
2003/04
43%
57%
Female
Male
Source: FESR, 2005
Assessment of Current Provision (UK)
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July 2006
Figure 16.
Number of enrolments in the NI FE sector by age group and gender
100%
90%
26%
80%
44%
46%
52%
70%
67%
60%
87%
50%
40%
74%
30%
56%
54%
48%
20%
33%
10%
13%
0%
19 & under
2002/03
19 & under
2003/04
20 to 24
2002/03
Female
20 to 24
2003/04
Male
25 & over
2002/03
25 & over
2003/04
Source: FESR, 2005
Assessment of Current Provision (UK)
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July 2006
Figure 17.
Number of enrolments in the NI FE sector by mode of attendance
2002/03
47%
53%
Full - Time
Part - Time
2003/04
46%
54%
Full - Time
Part - Time
Source: FESR, 2005
The proportion of ‘Transport and Motor Vehicle’ courses in Further Education in Northern
Ireland completed on a part-time basis remained relatively consistent during the time period
2002/03 and 2003/04, from 47% to 46%.
Assessment of Current Provision (UK)
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July 2006
Figure 18.
Number of enrolments in the NI FE sector by mode of attendance and qualification
route
100
25
34
90
72
67
80
60
102
70
125
%
50
194
132
60
23
144
141 122
25
2
320
232
40
248
129 116
30
126
20
54
75
39
10
30
22
35
0
Full - Time
Part - Time
Source: FESR, 2005
The majority of full-time enrolments on Transport and Motor Vehicle courses in Further
Education in Northern Ireland were NVQ Level 2 and 3 qualifications. At NVQ Level 2, nearly
all enrolments were on a full-time basis in 2003/04, increasing from the previous year. The
proportion of Level 3 enrolments on a full-time basis remained static at 66%. Although a
smaller proportion of NVQ Level 1 enrolments were taken on a full-time basis, it did increase
from 23% to 30% over the 2002/03 and 2003/04 period.
NVQ equivalent qualifications all had a smaller percentage of enrolments on a full-time basis,
except level 2 equivalent courses where in 2002/03 78% of enrolments were full-time and in
2003/04 55% of enrolments were full-time. At each of these levels the proportion of full-time
enrolments fell between 2002/03 and 2003/04.
All HNC enrolments were on a part-time basis.
Figure 19.
Number of enrolments in the NI FE sector by subject area
Enrolments
Assessment of Current Provision (UK)
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July 2006
Subject Area
Engineering:
Automobile/Motor
Vehicle
Automobile
Assessment
Motor Cycle
Engineering
Vehicle Bodywork
Vehicle Parts
Personnel
Motor Vehicle
Electronics
Road Transport
Grand Total
2002/03
1,094
2003/04
957
Change
-12.5%
21
52
147.6%
14
14
0.0%
103
9
82
-
-20.4%
-
96
77
-19.8%
81
1,418
74
1,256
-8.6%
-11.4%
Source: FESR, 2005
As with the total number of enrolments on Transport and Motor Vehicle courses in Further
Education in Northern Ireland, the total number of enrolments in the majority of subject areas
over the time period 2002/03 to 2003/04 either remained static or fell. The only subject area to
witness a rise in the number of enrolments was Automobile Assessment (+147.6%).
The highest numbers of losses were in Engineering: Automobile/Motor Vehicle (-127 places),
although proportionately the biggest decreases in enrolments were in Vehicle Bodywork
(-20.4%) and Motor Vehicle Electronics (-19.8%).
Assessment of Current Provision (UK)
Page 55 of 250
July 2006
Figure 20.
Number of enrolments in the NI FE sector by mode of attendance and subject area
100%
38
85
81
21
14
9
90%
11
9
30
14
80%
74
39
73
61
21
70%
43
%
60%
50%
591
624
40%
470
366
30%
20%
10%
0%
Full - Time 2002/03
Full - Time 2003/04
Part - Time 2002/03
Engineering: Automobile / Motor Vehicle
Motor Cycle Engineering
Vehicle Parts Personnel
Road Transport
Part - Time 2003/04
Automobile Assessment
Vehicle Bodyw ork
Motor Vehicle Electronics
Source: FESR, 2005
The vast majority of full-time enrolments on Transport and Motor Vehicle courses in Further
Education in Northern Ireland were in Engineering: Automobile / Motor Vehicle courses.
Interestingly, although the number of full-time enrolments on this course fell between 2002/03
and 2003/04 by 33 enrolments, the proportion actually rose. Other full-time courses in
2003/04 included Vehicle Bodywork, Motorcycle Engineering, Automobile Assessment and
Motor Vehicle Electronics. In 2003/04 the proportion of full-time enrolments on Motor Vehicle
Electronics courses doubled from the previous year.
Assessment of Current Provision (UK)
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July 2006
The largest proportion of part-time enrolments were also on Engineering: Automobile / Motor
Vehicle courses, although this fell by 7% in 2003/04 from the previous year. A significant
proportion of part-time enrolments were also in Road Transport and Vehicle Bodywork,
although both of these fell during 2003/04 from the previous year.
Figure 21.
Number of enrolments in the NI FE sector by subject area and qualification route
100%
14
5
15
13
26
41
57
80%
11
17
24
14
60%
9
%
23
25
325
251
144
40%
134
115
98
20%
0%
HNC 2002/03 HNC 2003/04
NVQ Level 1
2002/03
Engineering: Automobile/Motor Vehicle
Motor Cycle Engineering
Vehicle Parts Personnel
Road Transport
NVQ Level 1
2003/04
NVQ Level 2
2002/03
NVQ Level 2
2003/04
NVQ Level 3
2002/03
NVQ Level 3
2003/04
Automobile Assessment
Vehicle Bodyw ork
Motor Vehicle Electronics
Source: FESR, 2005
The vast majority of HNC and NVQ Level 1, 2 and 3 enrolments in Further Education in
Northern Ireland in 2002/03 and 2003/04 were in Engineering: Automobile / Motor Vehicle
courses. In 2003/04 all HNC and NVQ Level 2 enrolments were on this course, as were
approximately three quarters of NVQ Level 3 enrolments. The proportion of NVQ Level 3
enrolments relating to Motor Vehicle Electronics and Vehicle Bodywork fell in 2003/04 from
the previous year, though the proportion of NVQ Level 1 enrolments in these subjects
increased.
Assessment of Current Provision (UK)
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July 2006
Figure 22.
Number of enrolments in the NI FE sector by age group and gender
Enrolments
College
2002/2003
2003/04
Change
Armagh College
77
72
-6.5%
Belfast Institute (BIFHE)
387
278
-28.2%
Castlereagh College
133
218
63.9%
Causeway College
45
84
86.7%
East Antrim Institute (EAIFHE)
132
157
18.9%
East Down Institute (EDIFHE)
96
45
-53.1%
Fermanagh College
508
589
15.9%
Limavady College
112
91
-18.8%
Lisburn Institute
97
64
-34.0%
North East Institute (NEI)
279
220
-21.1%
Newry & Kilkeel Institute (NKIFHE)
477
715
49.9%
NDAI (North Down and Ards Institute)
182
136
-25.3%
North West Institute (NWIFHE)
403
401
-0.5%
Omagh College
41
72
75.6%
Upper Bann Institute (UBI)
128
26
-79.7%
Grand Total
3,097
3,168
2.3%
Source: FESR, 2005
The data in Figure 16 shows enrolments on other courses relevant to the sector but not
specific to it (primarily first aid). When reading the following analysis this should be taken into
consideration as the data may not fully reflect the automotive retail sector.
The overall rise of 2.3% in the number of enrolments on Transport and Motor Vehicle courses
in Further Education in Northern Ireland between 2002/03 and 2003/04, hid some mixed
performances at the individual college level. Nine of the fifteen colleges experienced a
reduction in the number of enrolments over this period; Upper Bann College and East Down
College saw the largest fall in transport and motor vehicle enrolments over this period (-79.7%
and -53.1% respectively). However, the remaining six colleges increased their total number of
enrolments enough over this time period to make the overall total in Northern Ireland Further
Education Providers an improvement on the previous year. Causeway College, Omagh
College, Castlereagh College and Newry College all had significantly higher numbers of
enrolments in 2003/04 than the previous year (86.7%, 75.6%, 63.9% and 49.9% respectively).
Assessment of Current Provision (UK)
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July 2006
6.4
Wales
6.4.1
Further Education
Figure 23.
Number of enrolments in the Welsh FE sector by gender
Subject Area
Bicycle Maintenance Repair
Motor Trade Operations
Motorcycle Maintenance Repair
Vehicle Body Maintenance Repair
Vehicle Electrical/Electronic Systems
Vehicle Engine Maintenance Repair
Vehicle Maintenance Repair
Vehicle Maintenance Repair Servicing
Vehicle Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
Total
1
60
62
285
185
389
2985
35
297
42
48
4389
Male
0.0%
1.4%
1.4%
6.5%
4.2%
8.9%
68.0%
0.8%
6.8%
1.0%
1.1%
100%
Female
0
0.0%
43
15.2%
7
2.5%
11
3.9%
5
1.8%
16
5.7%
161
56.9%
28
9.9%
9
3.2%
1
0.4%
2
0.7%
283
100%
Total
1
103
69
296
190
405
3146
63
306
43
50
4672
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005, rounded to one decimal place
The total number of male enrolments on Further Education automotive courses in Wales was
significantly higher than that for females (4389 compared to 283 females). Over half of both
male and female enrollers studied Vehicle Maintenance / Repair (68% of males and 56.9% of
females). The majority of the remaining male enrolments were in Vehicle Engine Maintenance
/ Repair (8.9%), Vehicle Steering / Braking / Transmission (6.8%) and Vehicle Body
Maintenance / Repair (6.5%). The majority of remaining female enrolments were in Motor
Trade Operations (15.2%) and Vehicle Maintenance / Repair / Servicing (9.9%).
Figure 24.
Number of enrolments in the Welsh FE sector by demographic group
Subject Area
Bicycle Maintenance Repair
Motor Trade Operations
Motorcycle Maintenance
Repair
Vehicle Body Maintenance
Repair
Vehicle Electrical/Electronic
Systems
Vehicle Engine Maintenance
Repair
Vehicle Maintenance Repair
Vehicle Maintenance Repair
Servicing
Vehicle
Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
Total
Under 19
19-24
25-59
60+
0
13
13
0.0%
0.4%
0.4%
0
26
9
0.0%
3.2%
1.1%
1
63
45
0.2%
11.1%
7.9%
0
1
1
0.0%
3.7%
3.7%
Not
Known
0
0.0%
0
0.0%
1
3.7%
196
6.0%
69
8.6%
29
5.1%
2
7.4%
0
0.0%
296
134
4.1%
36
4.5%
18
3.2%
0
0.0%
2
7.4%
190
222
6.8%
77
9.6%
97
17.0%
2
7.4%
7
25.9%
405
2325
29
71.7%
0.9%
515
7
63.9%
0.9%
271
26
47.6%
4.6%
20
1
74.1%
3.7%
15
0
55.6%
0.0%
3146
63
237
7.3%
58
7.2%
11
1.9%
0
0.0%
0
0.0%
306
33
41
3243
1.0%
1.3%
100%
8
1
806
1.0%
0.1%
100%
2
6
569
0.4%
1.1%
100%
0
0
27
0.0%
0.0%
100%
0
2
27
0.0%
7.4%
100%
43
50
4672
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005, rounded to one decimal place
Assessment of Current Provision (UK)
Page 59 of 250
July 2006
Total
103
69
Within each age group, the majority of learners were on Vehicle Maintenance / Repair
courses; this was especially the case in the 60+ age group where 74.1% of automotive
related learning was in this subject and in the under 19 age group where the figure was
71.7%. Within the 19 to 24 age group, although the majority of learners were on Vehicle
Maintenance / Repair courses (63.9%), Vehicle Engine Maintenance / Repair and Vehicle
Body Maintenance / Repair also had a relatively significant proportion of learners (9.6% and
8.6% respectively). Within the 25 to 59 age group the majority of learners were again on
Vehicle Maintenance / Repair courses, although this was a smaller majority (47.6%); 17%
studied Vehicle Engine Maintenance / Repair courses whilst 11.1% were on Motor Trade
Operations courses.
Figure 25.
Number of enrolments in the Welsh FE sector by ethnic group
White
Black
Asian
Mixed
Background
Other Ethnic
Background
NA/NR
Total
Subject Area
Bicycle Maintenance/Repair
Motor Trade Operations
Motorcycle
Maintenance/Repair
Vehicle Body
Maintenance/Repair
Vehicle Electrical/Electronic
Systems
Vehicle Engine
Maintenance/Repair
Vehicle Maintenance/Repair
Vehicle
Maintenance/Repair/Servicing
Vehicle
Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
0.0%
2.1%
1.5%
0.0%
5.9%
0.0%
0.0%
19.6%
2.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.4%
1
103
69
6.5%
11.8%
4.3%
0.0%
0.0%
1.2%
296
4.1%
0.0%
0.0%
0.0%
0.0%
6.0%
190
8.6%
0.0%
6.5%
0.0%
0.0%
19.0%
405
67.2%
1.4%
70.6%
0.0%
65.2%
0.0%
92.9%
0.0%
100.0%
0.0%
69.0%
0.0%
3146
63
6.8%
0.0%
0.0%
0.0%
0.0%
1.2%
306
1.0%
0.0%
0.0%
0.0%
0.0%
0.0%
43
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005, rounded to one decimal place
Ethnicity also followed the same trend as age and gender; the learners from each ethnic
group primarily studied Vehicle Maintenance / Repair courses. A higher proportion of Asian
learners studied Motor Trade Operations courses (19.6%) than any other ethnic group while a
higher proportion of White learners studied Vehicle Body Maintenance / Repair and Vehicle
Workshop Practice courses than other groups (11.8%).
Assessment of Current Provision (UK)
Page 60 of 250
July 2006
Figure 26.
Number of enrolments in the Welsh FE sector by subject area and credit level
Num ber of Further Education Students in Learning in Wales by Subject Area and Credit Level
100%
25
80%
306
357
24
981
60%
445
1082
18
196
40%
85
132
220
49
20%
141
143
55
14
71
0%
Entry
Level 1
Level 2
Level 3
68
Vocational
HND/HNC
NA/NR
Bicycle Maintenance/Repair
Motor Trade Operations
Motorcycle Maintenance/Repair
Vehicle Body Maintenance/Repair
Vehicle Electrical/Electronic Systems
Vehicle Engine Maintenance/Repair
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005, rounded to one decimal place
Entry Level and Level 1 courses were nearly all Vehicle Maintenance / Repair. While Level 2,
3 and Vocational courses were also predominantly Vehicle Maintenance / Repair, Vehicle
Body Maintenance / Repair also had a significant share of total Level 2 courses (10%),
Vehicle Engine Maintenance / Repair had a significant share of total Level 3 courses (34%)
and Vehicle Workshop Practice and Bicycle Maintenance / Repair had a significant share of
Vocational courses (19% and 18% respectively). All HNC/HND courses were Motor Trade
Operations courses.
Assessment of Current Provision (UK)
Page 61 of 250
July 2006
Figure 27.
Number of enrolments in the Welsh FE sector by location
Num ber of Further Education Students in Learning by Location
693
15%
1639
35%
North Wales
Mid Wales
South East Wales
South West Wales
2075
44%
265
6%
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005, rounded to one decimal place
Over two fifths of learners in automotive related courses studied in South East Wales (44%),
while over one third studied in North Wales (35%). South West and Mid Wales had the
smallest proportion of automotive related students (15% and 6% respectively).
Figure 28.
Number of enrolments in the Welsh FE sector by location and course type
Subject Area
Bicycle Maintenance Repair
Motor Trade Operations
Motorcycle Maintenance
Repair
Vehicle Body Maintenance
Repair
Vehicle Electrical/Electronic
Systems
Vehicle Engine Maintenance
Repair
Vehicle Maintenance Repair
Vehicle Maintenance Repair/
Servicing
Vehicle
Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
Grand Total
North Wales
Mid Wales
1
36
0
0.1%
2.2%
0.0%
0
0
0
0.0%
0.0%
0.0%
South East
Wales
0
0.0%
56
2.7%
30
1.4%
South West
Wales
0
0.0%
11
1.6%
39
5.6%
Total
79
4.8%
0
0.0%
189
9.1%
28
4.0%
296
122
7.4%
1
0.4%
53
2.6%
14
2.0%
190
247
15.1%
23
8.7%
132
6.4%
3
0.4%
405
794
33
48.4%
2.0%
162
28
61.1%
10.6%
1594
0
76.8%
0.0%
596
2
86.0%
0.3%
3146
63
286
17.4%
11
4.2%
9
0.4%
0
0.0%
306
41
0
1639
2.5%
0.0%
100%
0
40
265
0.0%
15.1%
100%
2
10
2075
0.1%
0.5%
100%
0
0
693
0.0%
0.0%
100%
43
50
4672
1
103
69
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
When considered geographically, it was evident that learners from each area were
predominantly on Vehicle Maintenance / Repair courses. In North Wales there were also a
significant proportion of students on Vehicle Steering / Braking / Transmission courses and
Vehicle Engine Maintenance / Repair courses (17.4% and 15.1% respectively - both a
significantly higher proportion than any other Welsh region). In Mid Wales there were a
Assessment of Current Provision (UK)
Page 62 of 250
July 2006
significant proportion of learners on Vehicle Workshop Practice and Vehicle Maintenance /
Repair / Servicing courses (15.1% and 10.6% respectively – both significantly higher than any
other Welsh region). In South East Wales there was a significant proportion of learners on
Vehicle Body Maintenance / Repair courses (9.1% - higher than any other region).
Figure 29.
Subject
Area
Entry Level
Level 1
Level 2
Level 3
Vocational
HNC/HND
NA/NR
Grand Total
Number of enrolments in the Welsh FE sector by location and level of study
North Wales
117
290
247
203
26
18
738
1639
7.1%
17.7%
15.1%
12.4%
1.6%
1.1%
45.0%
100%
Mid Wales
31
66
61
38
34
0
35
265
11.7%
24.9%
23.0%
14.3%
12.8%
0.0%
13.2%
100%
South East
Wales
296
14.3%
515
24.8%
882
42.5%
353
17.0%
0
0.0%
0
0.0%
29
1.4%
2075
100%
South West
Wales
26
3.8%
290
41.8%
138
19.9%
52
7.5%
74
10.7%
0
0.0%
113
16.3%
693
100%
Total
470
1161
1328
646
134
18
915
4672
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
Learners on automotive related courses in Wales predominantly studied at Level 1 or Level 2
(25% and 28% respectively). In the North of Wales it was unknown at what level nearly half of
learners studied at (45%) and while 17.7% of learners studied at Level 1 and 15.1% at Level
2, both of these were below the average for Wales as a whole. In Mid Wales the proportion of
learners who studied at Levels 1 and 2 were close to that of Wales as a whole (24.9% and
23.0% respectively); proportionately more students studied at Vocational Level in this area
than any other part of Wales. In South East Wales over two fifths of learners (42.5%) studied
at Level 2, which was significantly higher than any other Welsh region. 17% of learners also
studied at Level 3 which was also higher than any other Welsh region. In South West Wales
proportionately more learners studied at Level 1 than any other Welsh region (41.8%); this
region, along with Mid Wales were the only regions of Wales with a significant proportion of
Vocational learners. South West Wales had proportionately fewer learners at Entry Level
(3.8%).
Assessment of Current Provision (UK)
Page 63 of 250
July 2006
Figure 30.
Number of FE students in learning by mode of attendance
Num ber of Further Education Students in Learning by Mode of Attendance
100%
90%
264
59
7
80%
70%
60%
50
Vehicle
Repair/Servicing
42
Vehicle
M aintenance
299
56
40%
2760
185
Vehicle Electrical
Systems
333
284
Vehicle Body
M aintenance
55
50%
84
1
Vehicle S/B/T
Vehicle
Wheel/Tyre
Fitting
Vehicle
Workshop
Practice
30%
20%
19
10%
0%
Bicycle
M aintenance
M otor Trade
Operations
M otorcycle
M aintenance
Day Time
Vehicle Engine
M aintenance
Evening
Other
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
The majority of automotive related courses in Wales were made up of learners who attended
during the day (whole day). 20% of Motorcycle Maintenance courses were attended in the
evening, which was a higher proportion than any other type of course. Vehicle Electrical
System, Vehicle Steering / Braking / Transmission, Vehicle Wheel and Tyre Fitting and
Vehicle Workshop Practice courses had no learners who attended in the evening. Learners
on Motor Trade Operations courses mainly attended on a morning or afternoon basis. It
should be noted that those who attend evening courses possibly attend for leisure purposes
and therefore are not learners coming into or currently in the automotive workforce.
Assessment of Current Provision (UK)
Page 64 of 250
July 2006
6.4.2
Work Based Learning
Figure 31.
Number on enrolments in Welsh work based learning sector by gender
Subject Area
Motor Trade Sales
Vehicle Body Maintenance Repair
Vehicle Finishing
Vehicle Maintenance Repair
Vehicle Maintenance/Repair Servicing
Vehicle Parts Accessories
Vehicle Workshop Practice
Grand Total
Male
1
0.0%
339 12.2%
18
0.6%
2290 82.6%
0
0.0%
109
3.9%
17
0.6%
2774 100%
Female
0
0.0%
3
7.3%
0
0.0%
36 87.8%
1
2.4%
0
0.0%
1
2.4%
41 100%
Total
1
342
18
2326
1
109
18
2815
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
The vast majority (83%) of work based learning activity in the automotive sector in Wales was
in Vehicle Manufacture / Repair, while 99% of the learners were male. There were no
significant differences in terms of gender across the subject areas.
Figure 32.
Number on enrolments in Welsh work based learning sector by age
Subject Area
Motor Trade Sales
Vehicle Body Maintenance
Repair
Vehicle Finishing
Vehicle Maintenance
Repair
Vehicle Maintenance
Repair Servicing
Vehicle Parts Accessories
Vehicle Workshop Practice
Grand Total
Under 19
0
0.0%
168 10.0%
19-24
1
0.1%
158 14.8%
0
16
25-59
0.0%
25.8%
60+
0 0 -
0
0
NA/NR
0.0%
0.0%
Total
1
342
11
1415
0.7%
84.1%
7
865
0.7%
80.9%
0
46
0.0%
74.2%
0
0
-
0
0
0.0%
0.0%
18
2326
1
0.1%
0
0.0%
0
0.0%
0
-
0
0.0%
1
71
17
1683
4.2%
1.0%
100%
38
0
1069
3.6%
0.0%
100%
0
0
62
0.0%
0.0%
100%
0
0
0
-
0
1
1
0.0%
100%
100%
109
18
2815
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
The majority of automotive learners on Work Based Learning courses in Wales were under 19
(60%), while another 38% were between 19 and 24 years of age. There were no learners who
were over 60 years. In each age group a significant number of learners were on Vehicle
Maintenance / Repair courses; this proportion fell as age increased. The only other subject
area that had a significant proportion of learners was Vehicle Body Maintenance / Repair;
older learners were more likely to study this subject than younger age groups, to such a
degree that it made up over a quarter of all learners in the 25 to 59 age group (25.8%).
Several subject areas had 1% or less of learners in each age group, these were; Motor Trade
Sales, Vehicle Finishing, Vehicle Maintenance / Repair / Servicing and Vehicle Workshop
Practice.
Assessment of Current Provision (UK)
Page 65 of 250
July 2006
Figure 33.
Number on enrolments in Welsh work based learning sector by ethnicity
0.0%
Mixed
Background
0.0%
Other Ethnic
Background
0.0%
9.1%
0.0%
0.0%
0.6%
82.9%
0.0%
54.5%
0.0%
100.0%
0.0%
0.0%
3.7%
Subject Area
White
Black
Asian
NA/NR
Total
Motor Trade
Sales
Vehicle Body
Maintenance
Repair
Vehicle Finishing
Vehicle
Maintenance
Repair
Vehicle
Maintenance
Repair Servicing
Vehicle Parts
Accessories
Vehicle Workshop
Practice
Grand Total
0.0%
0.0%
0.0%
1
12.1%
22.2%
26.1%
342
0.0%
80.0%
0.0%
66.7%
8.7%
65.2%
18
2326
0.0%
0.0%
0.0%
0.0%
1
36.4%
0.0%
20.0%
11.1%
0.0%
109
0.7%
0.0%
0.0%
0.0%
0.0%
0.0%
18
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
2815
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
When subject area was crossed by ethnicity it was evident that the majority of each ethnic
group studied Vehicle Maintenance / Repair. However, within this there were large
differences; all Asian learners studied this subject compared to 54.5% of Black learners.
Over a third of Black learners (36.4%) and a fifth of Mixed Background learners (20%) studied
Vehicle Parts / Accessories courses whereas the proportion of White or Asian learners on the
same course was negligible (3.7% and 0% respectively).
22.2% of Other Ethnic Background learners, 12.1% of White and 9.1% of Black learners
studied Vehicle Body Maintenance / Repair courses, while 0% of Asian or Mixed Background
groups did.
Assessment of Current Provision (UK)
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July 2006
Figure 34.
Number of enrolments in the Welsh work based learning sector by subject area and
credit level
Number of Work Based Learning Students in Learning in Wales by Subject Area and Credit Level
100%
109
78
90%
80%
70%
60%
50%
892
1201
232
18
2326
40%
30%
20%
10%
198
144
1
0%
Level 1
Level 2
Level 3
NA/NR
342
Grand Total
Motor Trade Sales
Vehicle Body Maintenance/Repair
Vehicle Finishing
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Parts/Accessories
Vehicle Workshop Practice
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
Work Based automotive related learning was predominantly Vehicle Maintenance / Repair,
with all Level 1 courses of this subject type.
A significant proportion of Level 2 courses were also Vehicle Body Maintenance / Repair
(16%). The only other subject types that were studied at Level 2 were Vehicle Parts /
Accessories and Vehicle Finishing, although both of these together constituted only 10% of
Level 2 courses.
10% of Level 3 courses were Vehicle Body Maintenance / Repair courses with 6% on Vehicle
Parts / Accessories.
Of the few courses with no Credit Level known, all but one were Vehicle Workshop Practice
courses.
Assessment of Current Provision (UK)
Page 67 of 250
July 2006
Figure 35.
Number of enrolments in the Welsh work based learning sector by location
Num ber of Work Based Learning Students in Learning by Location
40
1%
592
21%
555
20%
142
5%
North Wales
Mid Wales
South East Wales
1486
53%
South West Wales
NA/NR
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
Automotive Work Based Learning in Wales predominantly took place in South East Wales
(53%). A fifth of learning took place in South West Wales and North Wales (21% and 20%
respectively). Only 5% of Welsh automotive Work Based Learning took place in Mid Wales.
Figure 36.
Number of enrolments in the Welsh work based learning sector by location and
qualification type
Subject Area
Motor Trade Sales
Vehicle Body
Maintenance/Repair
Vehicle Finishing
Vehicle
Maintenance Repair
Vehicle
Maintenance/Repair/
Servicing
Vehicle
Parts/Accessories
Vehicle Workshop
Practice
Grand Total
North
Wales
0
0.0%
59 10.6%
Mid Wales
0.0%
9.9%
South East
Wales
0
0.0%
203 13.7%
South West
Wales
1
0.2%
66 11.1%
0
14
1
490
0.2%
88.3%
0
NA/NR
Total
0
0
0.0%
0.0%
1
342
1
125
0.7%
88.0%
8
1194
0.5%
80.3%
8
496
1.4%
83.8%
0
21
0.0%
52.5%
18
2326
0.0%
0
0.0%
0
0.0%
0
0.0%
1
2.5%
1
5
0.9%
2
1.4%
81
5.5%
21
3.5%
0
0.0%
109
0
0.0%
0
0.0%
0
0.0%
0
0.0%
18
45.0%
18
555
100%
142
100%
1486
100%
592
100%
40
100%
2815
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
Each region in Wales was split by subject area; learners in each Welsh region were most
likely to study Vehicle Maintenance / Repair courses although the proportion was highest in
North Wales (88.3%) and lowest in South East Wales (80.3%).
The only other subject type that had a significant proportion of learners in each region was
Vehicle Body Maintenance / Repair; this was highest in South East Wales (13.7%) and lowest
in Mid Wales (9.9%).
Assessment of Current Provision (UK)
Page 68 of 250
July 2006
It was not identified where any of the Vehicle Workshop Practice learners studied.
Figure 37.
Credit
Level
Level 1
Level 2
Level 3
NA/NR
Total
Number of enrolments in the Welsh work based learning sector by location and
level of qualification
North
Wales
27
4.9%
302 54.4%
225 40.5%
1
0.2%
555 100%
Mid Wales
6
88
48
0
142
4.2%
62.0%
33.8%
0.0%
100%
South East
Wales
136
9.2%
461
31.0%
889
59.8%
0
0.0%
1486
100%
South West
Wales
55
9.3%
287
48.5%
250
42.2%
0
0.0%
592
100%
NA/NR
9
1
12
18
40
Total
22.5%
2.5%
30.0%
45.0%
100%
233
1139
1424
19
2815
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
Despite the fact that the proportion of work based learning trainees who studied at Level 1
was low in each region (highest in South West Wales (9.3%) and lowest in Mid Wales (4.2%),
looking at the Credit Level in each region did identify some interesting differences. Nearly two
thirds of learners in Mid Wales studied at Level 2 (62%) and a third at Level 3 (33.8%),
whereas the proportions were reversed in South East Wales (31% at Level 2 and 59.8% at
Level 3). The ratio of Level 2 to Level 3 learners was more even in North Wales and South
West Wales although, in both areas, there were more proportionately more Level 2 learners.
Figure 38.
Number of enrolments in the Welsh work based learning sector by mode of
attendance
Num ber of Work Based Learning Students in Learning by Mode of Attendance
100%
90%
80%
70%
60%
1883
443
50%
40%
30%
20%
10%
314
28
0%
0
Evening
Day Time
Other
Motor Trade Sales
Vehicle Body Maintenance/Repair
Vehicle Finishing
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Parts/Accessories
Vehicle Workshop Practice
Source: Lifelong Learning Wales Record (LLWR)
th
Data taken as at 16 June 2005
No Work Based Learning took place in the evening. 90% of day time learning was on the
subject of Vehicle Maintenance/Repair, with the remaining 10% split into Vehicle Body
Maintenance/Repair and Vehicle Workshop Practice.
Assessment of Current Provision (UK)
Page 69 of 250
July 2006
6.5
Scotland
6.5.1
Further Education
Figure 39.
Number on FE courses in Scotland by subject area and year
Subject Area
Road Vehicle Engineering
Vehicle Maintenance Repair
Grand Total
2000/01
879
3,280
4,159
2001/02
1,206
3,020
4,226
2002/03
791
2,977
3,768
2003/04
669
3,646
4,315
2004/05
743
3,608
4,351
Source: Scottish Funding Council, Infact Database
According to data from the Scottish Funding Council (SFC), enrolments on both Road Vehicle
Engineering and Vehicle Maintenance / Repair courses showed fluctuations between 2000/01
to 2004/05, but there were no clear overall trends. A study carried out for SFC in 2005
suggested that these types of fluctuations in FE participation were closely linked to short term
funding changes; “…fluctuations in FE funding can be seen to result in fluctuations in FE
participation.” 18
The overall total of 4,315 further education learners in automotive subjects in 2003/04
compares favourably to the England total of 17,308. 19 Given that Scotland’s population is little
more than a tenth of England’s, this indicates a more than 200% higher take-up of automotive
courses at FE level in Scotland than in England. However, there is no national data available
to show how many of these additional FE learners are entering the sector after completing
their courses.
Figure 40.
Enrolments on FE courses in Scotland by subject area and age, 2004/05
Subject Area
Age of student (start of academic year)
Under 16
16-18
19-24
25-59
60-64
65 & over
Total
Road Vehicle Engineering
163
297
118
153
5
10
746
Vehicle Maintenance Repair
920
1,525
541
602
9
11
3,608
1,083
1,822
659
755
14
21
4,354
Grand Total
Source: Scottish Funding Council, Infact Database
Totals in this table may differ from totals in other tables due to rounding up of low count values
Enrolments on the FE road vehicle engineering course saw the majority of enrolments from
16 to 18 year olds; this was followed by under 16 year olds. The least number of enrolments
were in the 60 to 64 age group with only five learners enrolling in 2004/05.
18
Scottish Funding Council (2005) Supply and Demand of Further Education in Scotland, p.iii, http://www.sfc.ac.uk/
publications/pubs_other_sfefcarchive/demand_supply_2005.pdf
19
Learning and Skills Council, ILR 0304 F05
Assessment of Current Provision (UK)
Page 70 of 250
July 2006
The majority of enrolments on the FE Vehicle Maintenance / Repair courses were from the 16
to 18 age group, again followed by the under 16 year olds. The least number of enrolments
were in the 60 to 64 age group with only nine learners enrolling in 2004/05.
Although the statistics are not generally directly comparable, this pattern roughly reflects that
seen in all other parts of the UK, with the vast majority of learners on all major FE courses
being under the age of 25.
Figure 41.
Enrolments on FE courses in Scotland by subject area and ethnicity, 2004/05
Subject Area
Road Vehicle Engineering
Vehicle Maintenance / Repair
Grand Total
White
731
3,407
4,138
Asian
5
22
27
Chinese
5
5
10
Black
10
8
18
Other
5
11
16
NA/NR
10
164
174
Total
766
3,617
4,383
Source: Scottish Funding Council, Infact Database
Totals in this table may differ from totals in other tables due to rounding up of low count values
The vast majority of learners enrolled on the Road Vehicle Engineering and Vehicle
Maintenance / Repair FE courses were white. The majority of ethnic minority learners on the
Vehicle Maintenance / Repair courses were Asian followed by Black (22 and 5 learners
respectively). For the Road Vehicle Engineering course, the majority of ethnic minority
learners were Black (10).
Figure 42.
Enrolments on FE courses in Scotland by subject area and mode of study, 2004/05
Mode of Study
Full Time
Part Time
Subject Area
Road Vehicle Engineering
Work Based
Other
Total
Learning
234
471
15
24
744
Vehicle Maintenance / Repair
1,239
2,228
135
9
3,611
Grand Total
1,473
2,699
150
33
4,355
Source: Scottish Funding Council, Infact Database
Totals in this table may differ from totals in other tables due to rounding up of low count values
In 2004/05 the majority of learners on both FE courses were enrolled as part time learners,
followed by full time learners. This is similar to the situation in Northern Ireland, but the
reverse of the situation in England, where the majority of automotive-related courses at all
levels, although not in every subject, are studied full time.
Assessment of Current Provision (UK)
Page 71 of 250
July 2006
Figure 43.
Enrolments on FE courses in Scotland by subject area and level, 2004/05
Level of Study
Road Vehicle Engineering
Vehicle Maintenance Repair
Grand Total
Higher Education
0
100
100
Further Education
743
3,508
4,251
Total
743
3,608
4351
Source: Scottish Funding Council, Infact Database
None of the enrolments to the road vehicle engineering courses included HE qualifications
and only 100 out of 3608 enrolments on the Vehicle Maintenance / Repair course were for HE
qualifications.
Figure 44.
Number on FE courses in Scotland by subject area and qualification type, 2004/05
HND or Equivalent
HNC or Equivalent
SVQ or NVQ: Level4
Advanced Certificate
SVQ or NVQ Level 3
SVQ of NVQ Level 2
SVQ or NVQ Level 1
Other Qualification
No recognised
qualification
Qualification aim of study
Road Vehicle Engineering
Vehicle Maintenance / Repair
Grand Total
0
21
21
0
29
29
0
0
0
0
54
54
124
533
657
42
164
206
80
109
189
379
2,253
2,632
118
449
567
Total
743
3,612
4,355
Source: Scottish Funding Council, Infact Database
The majority of the learners who had enrolled on the Road Vehicle Engineering courses were
studying for qualifications other than the ones mentioned in the table above. Out of the 743
learners, 80 enrolled at SVQ or NVQ Level 1, 42 enrolled on at SVQ or NVQ Level 2 and 124
enrolled at SVQ or NVQ Level 3. None were enrolled on a HND, HNC, SVQ or NVQ Level 4
or Advanced Certificate.
Two thirds of the learners enrolled on the Vehicle Maintenance / Repair courses were
studying for qualifications other than the ones mentioned in the table above. Out of the 3,612
learners, 109 enrolled at SVQ or NVQ Level 1, 164 enrolled at SVQ or NVQ Level 2 and 533
enrolled at SVQ or NVQ Level 3. 21 were enrolled on a HND or equivalent, 29 on a HNC or
equivalent and 54 were enrolled on an Advanced Certificate. None of the 3,612 learners were
enrolled on an SVQ or NVQ Level 4.
Because of the different types of courses available, these statistics are not directly
comparable with those in other parts of the country.
Figure 45.
Enrolments on automotive sector related FE courses by subject area and
qualification, 2004/05
Assessment of Current Provision (UK)
Page 72 of 250
July 2006
Awarding body
SQA
City &
Guilds
HEI
College
Other
Road Vehicle Engineering
Vehicle Maintenance Repair
Grand Total
317
1,262
1,579
209
909
1,118
0
0
0
115
717
832
64
605
669
No
Awarding
Body
38
115
153
Total
743
4,351
Source: Scottish Funding Council Infact Database
SQA was the awarding body for the qualifications that the majority of learners enrolled on an
FE Road Vehicle Engineering course were studying towards. This was followed by the City
and Guilds qualifications. This pattern was repeated for those learners who had enrolled on
an FE Vehicle Maintenance / Repair course.
Assessment of Current Provision (UK)
Page 73 of 250
July 2006
Figure 46.
Number of enrolments on further education course by subject area and location,
2004/05
Students home area prior to study
Aberdeen City
Aberdeenshire
Angus
Argyll & Bute
Clackmannanshire
Dumfries & Galloway
Dundee City
East Ayrshire
East Dunbartonshire
East Lothian
East Renfrewshire
City - Edinburgh
Falkirk
Fife
Glasgow City
Highland
Inverclyde
Midlothian
Moray
North Ayrshire
North Lanarkshire
Orkney Islands
Perth & Kinross
Renfrewshire
Scottish Borders
Shetland Islands
South Ayrshire
South Lanarkshire
Stirling
West Dunbartonshire
West Lothian
Western Isles
England
Wales
Northern Ireland
Overseas
Europe
EU
Total
Road Vehicle Engineering
0
0.0%
9
1.2%
5
0.6%
7
0.9%
64
8.3%
16
2.1%
16
2.1%
5
0.6%
20
2.6%
0
0.0%
6
0.8%
8
1.0%
13
1.7%
69
8.9%
78
10.1%
5
0.6%
0
0.0%
0
0.0%
0
0.0%
5
0.6%
158
20.4%
0
0.0%
5
0.6%
11
1.4%
80
10.3%
0
0.0%
5
0.6%
60
7.8%
44
5.7%
14
1.8%
55
7.1%
5
0.6%
5
0.6%
0
0.0%
0
0.0%
5
0.6%
0
0.0%
0
0.0%
773
100%
Vehicle Maintenance Repair
191
5.3%
280
7.7%
78
2.2%
44
1.2%
28
0.8%
33
0.9%
199
5.5%
75
2.1%
39
1.1%
86
2.4%
18
0.5%
278
7.7%
104
2.9%
177
4.9%
284
7.8%
104
2.9%
84
2.3%
124
3.4%
71
2.0%
240
6.6%
451
12.5%
5
0.1%
174
4.8%
55
1.5%
5
0.1%
11
0.3%
32
0.9%
107
3.0%
35
1.0%
118
3.3%
54
1.5%
14
0.4%
14
0.4%
0
0.0%
0
0.0%
5
0.1%
0
0.0%
5
0.1%
3622
100%
Source: Scottish Funding Council Infact Database
A fifth of learners (20.4%) enrolled on FE Road Vehicle Engineering courses were from North
Lanarkshire, followed by 10.3% who were from the Scottish Borders and 10.1% who were
from Glasgow City. None of the learners enrolled on FE Road Vehicle Engineering courses
were from Aberdeen City, East Lothian, Inverclyde, Midlothian, Moray, Wales, Northern
Ireland, Europe or the EU.
The areas providing the highest proportion of the learners enrolled on FE Vehicle
Maintenance/Repair courses were North Lanarkshire (12.5%), followed by Glasgow City
(7.8%), Edinburgh City and Aberdeenshire (both 7.7%). None of the learners enrolled on FE
Vehicle Maintenance/Repair courses were from Wales, Northern Ireland or the EU.
Assessment of Current Provision (UK)
Page 74 of 250
July 2006
6.5.2
Work Based Learning – Scottish Enterprise
Figure 47.
Number of enrolments on apprenticeships by year
Framework
Motor Vehicles
Vehicle Parts Operations
Grand Total
2001/02
1274
0
1274
2002/03
1166
11
1177
2003/04
1243
53
1296
2004/05
1301
116
1417
Source: Scottish Enterprise
The number of enrolments on Motor Vehicles apprenticeships far outnumbered the Vehicle
Parts Operations apprenticeship. However, it should be noted that there has been a steady
increase of enrolments to the Vehicle Parts Operations apprenticeship between 2002/03 and
2004/05. There was a decline in enrolments to the Motor Vehicles apprenticeship in 2002/03,
from 1,274 in 2001/02 to 1,166 in 2002/05. However, between 2002/03 to 2004/05 there has
been an increase in enrolments each year.
Figure 48.
Number of enrolments on apprenticeships by LEC, 2004/05
Local Enterprise Company
Ayrshire
Borders
Dunbartonshire
Dumfries & Galloway
Edinburgh
Fife
Forth Valley
Glasgow
Grampian
Lanarkshire
Renfrewshire
Tayside
Grand Total
Motor Vehicles
106
28
43
30
152
70
128
140
137
266
81
120
1301
Framework
Vehicle Parts Operations
4
0
2
2
37
5
7
7
15
19
8
10
116
Grand Total
110
28
45
32
189
75
135
147
152
285
89
130
1417
Source: Scottish Enterprise
The Local Enterprise Company (LEC) with the highest number of enrolments on the Motor
Vehicles apprenticeship in 2004/05 was Lanarkshire with 266, followed by Edinburgh and
Glasgow with 152 and 140 enrolments respectively. Edinburgh was the LEC with the highest
number of enrolments (37) to the Vehicle Parts Operations apprenticeship followed by
Lanarkshire and Grampian with 19 and 15 enrolments respectively. These figures may,
however, be skewed by Lead LEC arrangements with larger providers.
Assessment of Current Provision (UK)
Page 75 of 250
July 2006
Figure 49.
Number of enrolments on apprenticeships by gender, 2004/05
Framework
Motor Vehicles
Vehicle Parts Operations
Grand Total
Female
8
6
14
Male
1293
110
1403
Grand Total
1301
116
1417
Source: Scottish Enterprise
On both the Motor Vehicles apprenticeship and the Vehicle Parts Operations apprenticeships,
male students outnumbered female students with only 14 female students enrolling on both
courses in 2004/05 compared to 1,403 male students.
Figure 50.
Number of enrolments on apprenticeships by age group, 2004/05
Framework
Motor Vehicles
Vehicle Parts Operations
Grand Total
16-18
979
65
1044
19-24
177
21
198
25+
145
30
175
Total
1301
116
1417
Source: Scottish Enterprise
The vast majority of apprentices on automotive sector related courses were aged 16 to 18.
Relatively few were aged 19 to 24, and even fewer aged over 25. This pattern was repeated
on both courses. It may be that this distribution is driven by available funding, given the much
higher level of funding availability for training those aged between 16-18, less for 19-24 and
limited funds for those aged 25 and over.
Figure 51.
Number of enrolments on apprenticeships by ethnicity, 2004/05
Framework
Motor Vehicles
Vehicle Parts Operations
Grand Total
White
1270
112
1382
Non-White
3
0
3
NA/NR
28
4
32
Grand Total
1301
116
1417
Source: Scottish Enterprise
Students’ ethnicity on the Motor Vehicles apprenticeship was predominantly White, with only
three out of 1,301 students being non-white. On the Vehicle Parts Operations apprenticeship,
all students who stated their ethnicity were White. Out of 1,417 students enrolled on both
courses who stated their ethnicity, just three were from an ethnic minority.
Figure 52.
Enrolments on automotive sector related Skillseekers courses by year
Skillseekers – Automotive sector related courses
2001/02
1112
2002/03
839
2003/04
561
2004/05
429
Source: Scottish Enterprise
According to Scottish Enterprise, enrolments on automotive sector related Skillseekers
courses fell steadily from 1,112 enrolments in 2001/02 to 429 enrolments in 2004/05.
Assessment of Current Provision (UK)
Page 76 of 250
July 2006
Figure 53.
Enrolments on automotive sector related Skillseekers courses by gender, 2004/05
Subject Area
Maintaining Automotive Vehicles
Vehicle Body and Paint Operations (Body Repair
Vehicle Body and Paint Operations (Refinishing)
Vehicle Body Repair
Vehicle Fitting
Vehicle Fitting (Fast Fit
Vehicle Fitting (Tyres)
Vehicle Maintenance - Service Replacement
Vehicle Maintenance and Repair
Vehicle Maintenance and Repair (Heavy Vehicle)
Vehicle Maintenance and Repair (Light Vehicle)
Vehicle Mechanics and Electrical Systems Repair
Vehicle Parts Distribution & Supply
Vehicle Parts Operations
Vehicle Maintenance and Repair (HV)
Vehicle Maintenance and Repair (LV)
Vehicle Mechanical and Elect Systems (HV)
Vehicle Mechanical and Elect Systems (LV)
Grand Total
Female
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
1
Male
4
15
16
3
26
146
17
1
8
14
85
1
1
23
7
52
3
6
428
Total
4
15
16
3
26
146
17
1
8
14
85
1
1
24
7
52
3
6
429
Source: Scottish Enterprise
The total number of male enrolments on automotive sector related Skillseekers courses in
Scotland was significantly higher than that for females (428 males compared to one female).
Just over a third of male learners studied vehicle fitting; this was followed by Vehicle
Maintenance and Repair (Light Vehicle).
Assessment of Current Provision (UK)
Page 77 of 250
July 2006
Figure 54.
Enrolments on automotive sector related Skillseekers courses by ethnicity, 2004/05
Subject Area
Maintaining Automotive Vehicles
Vehicle Body and Paint Operations (Body Repair
Vehicle Body and Paint Operations (Refinishing)
Vehicle Body Repair
Vehicle Fitting
Vehicle Fitting (Fast Fit
Vehicle Fitting (Tyres)
Vehicle Maintenance - Service Replacement
Vehicle Maintenance and Repair
Vehicle Maintenance and Repair (Heavy Vehicle)
Vehicle Maintenance and Repair (Light Vehicle)
Vehicle Mechanics and Electrical Systems Repair
Vehicle Parts Distribution & Supply
Vehicle Parts Operations
Vehicle Maintenance and Repair (HV)
Vehicle Maintenance and Repair (LV)
Vehicle Mechanical and Elect Systems (HV)
Vehicle Mechanical and Elect Systems (LV)
Grand Total
White
4
15
16
3
24
146
17
1
8
13
85
1
1
24
6
52
3
6
425
NA/NR
0
0
0
0
2
0
0
0
0
1
0
0
0
0
1
0
0
0
4
Grand Total
4
15
16
3
26
146
17
1
8
14
85
1
1
24
7
52
3
6
429
Source: Scottish Enterprise
All students enrolled on automotive sector related Skillseekers courses who stated their
ethnicity were White. For four of the 429 students enrolled in 2004/05, ethnicity was not
known.
Figure 55.
Enrolments on automotive sector related Skillseekers courses by age group,
2004/05
Subject Area
Maintaining Automotive Vehicles
Vehicle Body and Paint Operations (Body Repair
Vehicle Body and Paint Operations (Refinishing)
Vehicle Body Repair
Vehicle Fitting
Vehicle Fitting (Fast Fit)
Vehicle Fitting (Tyres)
Vehicle Maintenance - Service Replacement
Vehicle Maintenance and Repair
Vehicle Maintenance and Repair (Heavy Vehicle)
Vehicle Maintenance and Repair (Light Vehicle)
Vehicle Mechanics and Electrical Systems Repair
Vehicle Parts Distribution & Supply
Vehicle Parts Operations
Vehicle Maintenance and Repair (HV)
Vehicle Maintenance and Repair (LV)
Vehicle Mechanical and Elect Systems (HV)
Vehicle Mechanical and Elect Systems (LV)
Grand Total
16-18
3
15
12
3
2
118
15
1
8
13
81
0
1
22
6
47
3
6
356
19+
1
0
4
0
24
28
2
0
0
1
4
1
0
2
0
0
1
5
73
Total
4
15
16
3
26
146
17
1
8
14
85
1
1
24
6
47
4
11
429
Source: Scottish Enterprise
The vast majority of students enrolled on automotive sector related Skillseekers courses were
aged 16 to 18. Within both age groups (16 to 18 and 19+) the majority of students had
enrolled on the Vehicle Fitting (Fast Fit) course. For 16 to 18 year olds this was followed by
Vehicle Maintenance and Repair (Light Vehicle), whereas for those who were 19+, the
Assessment of Current Provision (UK)
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July 2006
Vehicle Fitting (Fast Fit) course was followed by Vehicle Fitting as the course with the second
highest number of enrolments.
Figure 56.
Enrolments on automotive sector related Skillseekers courses by LEC, 2004/05
Local Enterprise Company
Ayrshire
Borders
Dunbartonshire
Dumfries & Galloway
Edinburgh
Fife
Forth Valley
Glasgow
Grampian
Lanarkshire
Renfrewshire
Tayside
Grand Total
Total
69
3
30
8
45
27
57
57
36
72
13
12
429
Source: Scottish Enterprise
According to Scottish Enterprise, the LEC with the highest number of enrolments in 2004/05
was Lanarkshire followed by Ayrshire with 72 and 69 enrolments respectively. Forth Valley
and Glasgow both had 57 enrolments each. The LEC with the least number of enrolments
was Borders with only 3 students enrolling in 2004/05.
6.5.3
Work Based Learning - Highlands & Islands Enterprise
Figure 57.
Enrolments on automotive sector related Modern Apprenticeships by year
Vehicle Maintenance / Repair
Vehicle Body / Paint Operations
Vehicle Sales
Vehicle Parts Operations
Grand Total
2002/03
68
10
0
1
79
2003/04
65
6
0
5
76
2004/05
69
8
0
0
77
Source: Highlands & Islands Enterprise
Overall, enrolments fluctuated slightly between 2002/03 and 2004/05. This pattern was
repeated for the Vehicle Body / Paint Operations apprenticeship and for the Vehicle
Maintenance / Repair apprenticeship. The Vehicle Parts Operations apprenticeship saw a
slight increase in enrolments between 2002/03 and 2003/04, but fell to no enrolments at all for
the academic year 2004/05. The Vehicle Sales apprenticeship had not received any
enrolments between 2002/03 and 2004/05.
Assessment of Current Provision (UK)
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July 2006
Figure 58.
Enrolments on automotive sector related Modern Apprenticeships by area and year
Area
Argyll & the Islands Enterprise
Caithness & Sutherland Enterprise
Inverness, Nairn, Badenoch & Strathspey Enterprise
Lochaber Enterprise
Moray Enterprise
Orkney Enterprise
Ross & Cromarty Enterprise
Skye & Lochalsh Enterprise
Shetland Enterprise
Western Isles Enterprise
Grand Total
2002/03
21
3
8
6
16
1
9
7
6
2
79
2003/04
17
5
13
7
12
4
8
2
4
4
76
2004/05
16
2
9
2
18
3
8
6
9
4
77
Source: Highlands & Islands Enterprise
According to Highlands and Islands Enterprise, the overall number of enrolments on
apprenticeships fluctuated slightly from 2002/03 to 2004/05. Argyll and the Islands was the
area with the highest number of enrolments in 2002/03 and 2003/04; they did however
experience a steady decline in enrolments from 2002/03 to 2004/05. Moray experienced a
decline in enrolment from 2002/03 to 2003/04, but enrolments increased in 2004/05 to exceed
the numbers for 2002/03. Inverness, Nairn, Badenoch & Strathspey Enterprise, Lochaber
Enterprise, Orkney Enterprise and Shetland Enterprise all experienced an increase in
enrolments from 2002/03 to 2003/04, with enrolments falling in 2004/05.
Figure 59.
Enrolments on automotive sector related Modern Apprenticeships by learner
demographics, 2004/05
Gender
Female Male
Area
Argyll & the Islands Enterprise
Caithness & Sutherland Enterprise
Inverness, Nairn, Badenoch & Strathspey
Enterprise
Lochaber Enterprise
Moray Enterprise
Orkney Enterprise
Ross & Cromarty Enterprise
Skye & Lochalsh Enterprise
Shetland Enterprise
Western Isles Enterprise
Grand Total
0
0
0
16
2
9
0
0
0
0
0
0
0
0
2
18
3
8
6
9
4
77
Age
1619+
18
16
0
2
0
8
1
1
12
3
7
6
8
4
67
1
6
0
1
0
1
0
10
White
Ethnicity
Other Ethnic
Group
16
2
9
0
0
0
2
17
3
7
6
9
4
75
0
1
0
1
0
0
0
2
Source: Highlands & Islands Enterprise
The majority of male learners enrolled on automotive sector related Modern Apprenticeships
were found in Moray, followed by Argyll and the Islands (18 and 16 learners respectively).
Lochaber and Caithness & Sutherland had the least number of male learners enrolled of all
the areas in 2004/05, with only two learners in each area. There were no female learners
enrolled on any automotive sector related Modern Apprenticeships in any of the areas in
2004/05.
Assessment of Current Provision (UK)
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July 2006
Argyll and the Islands was the area with the highest number of 16 to 18 year olds enrolling on
an automotive sector related Modern Apprenticeship course, followed by Moray. Lochaber
and Caithness & Sutherland had the least number of enrolments from 16 to 18 year olds of all
areas, with only one and two learners respectively. Moray was the area with the highest
number of 19+ year olds enrolling. Western Isles, Skye & Lochalsh, Orkney, Caithness &
Sutherland and Argyll & the Islands did not have any enrolments by the 19+ age group in
2004/05.
The vast majority of learners across all areas were White, with only one learner respectively
from any ethnic group other than White in Moray and Ross & Cromarty.
Figure 60.
Enrolments on automotive sector related Skillseekers courses by year
Vehicle Maintenance / Repair
Vehicle Body / Paint Operations
Vehicle Sales
Vehicle Parts Operations
Grand Total
2002/03
25
2
0
1
28
2003/04
22
2
0
0
24
2004/05
15
2
0
0
17
Source: Highlands & Islands Enterprise
The Skillseekers course with the highest number of learners for the years 2002/03 to 2004/05
was Vehicle Maintenance / Repair. It is however a course which has experienced a steady
decline in enrolments, with 25 enrolments in 2002/03 falling to 22 in 2003/04 and 15 in
2004/05.
Figure 61.
Enrolments on automotive sector related Skillseekers courses by area and year
Area
Argyll & the Islands Enterprise
Caithness & Sutherland Enterprise
Inverness, Nairn, Badenoch & Strathspey Enterprise
Lochaber Enterprise
Moray Enterprise
Orkney Enterprise
Ross & Cromarty Enterprise
Skye & Lochalsh Enterprise
Shetland Enterprise
Western Isles Enterprise
Grand Total
2002/03
0
3
8
2
11
0
2
0
2
0
28
2003/04
0
2
3
1
8
0
6
1
2
1
24
2004/05
0
0
1
0
5
0
1
1
5
4
17
Source: Highlands & Islands Enterprise
Moray was the area with the highest number of enrolments in both 2002/03 and 2003/04,
though it should be noted that there was a steady decline in learner enrolment from 2002/03
to 2004/05. The pattern of decline in enrolments was apparent in several other areas, such as
Caithness & Sutherland, Inverness, Nairn, Badenoch & Strathspey and Lochaber. The areas
which saw a slight increase in enrolments were Western Isles and Skye & Lochalsh.
Assessment of Current Provision (UK)
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July 2006
Figure 62.
Enrolments on automotive sector related Skillseekers courses by learner
demographics, 2004/05
Gender
Female Male
Area
Argyll & the Islands Enterprise
Caithness & Sutherland Enterprise
Inverness, Nairn, Badenoch & Strathspey
Enterprise
Lochaber Enterprise
Moray Enterprise
Orkney Enterprise
Ross & Cromarty Enterprise
Skye & Lochalsh Enterprise
Shetland Enterprise
Western Isles Enterprise
Grand Total
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
5
0
1
1
5
4
17
Age
1619+
18
0
0
0
0
1
0
0
4
0
0
0
4
4
13
0
1
0
1
1
1
0
4
White
Ethnicity
Other Ethnic
Group
0
0
1
0
0
0
0
5
0
1
1
5
4
17
0
0
0
0
0
0
0
0
Source: Highlands & Islands Enterprise
The majority of male learners on an automotive sector related Skillseekers course were found
in Moray and Shetland with five learners in each area. This was followed by Western Isles
with four male learners. These three areas were also the areas with the highest number of 1618 year old learners. It should be noted that there were no female learners or other ethnic
group learners on any of the automotive sector related Skillseekers courses.
Assessment of Current Provision (UK)
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July 2006
6.6
England
6.6.1
Further Education
The total number of enrolments on further education automotive courses in England in
2003/04 was 17,308, with male enrolments being significantly higher than female enrolments
(16,400 compared to 908 females, only 5.3%).
The vast majority of male and female learners had enrolled on Vehicle Maintenance / Repair
courses (91.1% of males and 86.9% of females) with a combined total of 90.9%. The next
most frequent enrolments of male and female learners were in Motorcycle Maintenance /
Repair (3.3% males and 6.3% females) and Vehicle Body Maintenance / Repair (3.2% males
and 2.5% females), similar proportions to 2002/2003.
Figure 63.
Number of enrolments by subject area and gender
Subject Area
Bicycle Maintenance / Repair
Forecourt Work
Motorcycle Maintenance / Repair
Vehicle Body Maintenance / Repair
Vehicle Cleaning
Vehicle Electrical / Electronic Systems
Vehicle Exhaust Systems
Vehicle Finishing
Vehicle Maintenance / Repair
Vehicle Painting / Spraying
Vehicle Restoration
Grand Total
Female
2
0.2%
23
2.5%
57
6.3%
23
2.5%
0
0.0%
2
0.2%
0
0.0%
1
0.1%
789 86.9%
1
0.1%
10
1.1%
908 100%
Male
8
0.0%
25
0.2%
535
3.3%
522
3.2%
10
0.1%
38
0.2%
22
0.1%
87
0.5%
14,936 91.1%
26
0.2%
191
1.2%
16,400 100%
Total
10
48
592
545
10
40
22
88
15,725
27
201
17,308
Source: Learning and Skills Council, ILR 0304 F05
As illustrated in the figure below, the majority of learners had enrolled on Level 1 automotive
courses, with 52.4% of males and 65.3% of females enrolling at this level. Level 2 followed,
with 30.0% of males and 25.4% of females enrolling at this level. Level 3 had the least
number of enrolments (17.4% of males and 9.3% of females).
Figure 64.
Number of enrolments by level of qualification and gender
Level of Qualification
Level 1
Level 2
Level 3
NA/NR
Grand Total
Female
593 65.3%
231 25.4%
84
9.3%
0
0.0%
908 100%
Male
8,589 52.4%
4,927 30.0%
2,861 17.4%
23
0.1%
16,400 100%
Total
9,182
5,158
2,945
23
17,308
Source: Learning and Skills Council, ILR 0304 F05
Assessment of Current Provision (UK)
Page 83 of 250
July 2006
The table overleaf illustrates that out of all age groups, the under 19 age group had the
highest number of enrolments with 11,908, followed by 25 to 59 year olds (2,990) and 19 to
24 year olds (2,272).
The vast majority of Vehicle Maintenance / Repair enrollers were under 19 (11,318 enrollers).
For the less popular courses, Vehicle Body Maintenance / Repair was relatively popular
amongst those in the under 19 group (277 enrolments of 545 on the course in total). In
contrast, Motorcycle Maintenance / Repair had a significant proportion of enrolments (368 of
592 on the course in total) from older learners, aged over 25. Other courses tending to be
more popular amongst older learners included Vehicle Restoration and Forecourt Work.
Figure 65.
Number of enrolments by subject and age (percentages)
Subject Area
Bicycle Maintenance / Repair
Forecourt Work
Motorcycle Maintenance / Repair
Vehicle Body Maintenance / Repair
Vehicle Cleaning
Vehicle Electrical / Electronic Systems
Vehicle Exhaust Systems
Vehicle Finishing
Vehicle Maintenance/ Repair
Vehicle Painting / Spraying
Vehicle Restoration
Grand Total
Under 19
0.0%
0.0%
1.3%
2.3%
0.0%
0.0%
0.2%
0.6%
95.0%
0.0%
0.5%
100%
19-24
0.1%
0.4%
3.1%
5.3%
0.0%
0.4%
0.1%
0.4%
88.7%
0.4%
1.0%
100%
25-59
0.2%
1.2%
11.5%
4.6%
0.3%
0.8%
0.0%
0.1%
77.5%
0.6%
3.0%
100%
60+
0.0%
0.7%
18.7%
6.7%
0.0%
0.7%
0.0%
0.0%
53.7%
0.0%
19.4%
100%
Missing
0.0%
25.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
75.0%
0.0%
0.0%
100%
Total
0.0%
0.0%
3.4%
3.1%
0.0%
0.0%
0.0%
0.1%
90.9%
0.0%
1.2%
100%
Source: Learning and Skills Council, ILR 0304 F05
Figure 66.
Number of enrolments by level of subject and age (numbers)
Subject Area
Bicycle Maintenance / Repair
Forecourt Work
Motorcycle Maintenance / Repair
Vehicle Body Maintenance / Repair
Vehicle Cleaning
Vehicle Electrical / Electronic Systems
Vehicle Exhaust Systems
Vehicle Finishing
Vehicle Maintenance/ Repair
Vehicle Painting / Spraying
Vehicle Restoration
Grand Total
Under 19
0
0
154
277
0
4
20
74
11,318
0
61
11,908
19-24
3
9
70
120
1
10
2
10
2,015
9
23
2,272
25-59
7
37
343
139
9
25
0
4
2,317
18
91
2,990
60+
0
1
25
9
0
1
0
0
72
0
26
134
Missing
0
1
0
0
0
0
0
0
3
0
0
4
Total
10
48
592
545
10
40
22
88
15,725
27
201
17,308
Source: Learning and Skills Council, ILR 0304 F05
As previously mentioned, the under 19 age group contained the highest number of
enrolments in England overall (11,908). 57% (6,785) of under 19s enrolled on automotive
courses at Level 1, 29.5% (3,517) at Level 2 and 13.5% (1,606) at Level 3. The 25 to 59
category contained the second highest number of enrolments (2,990), which was broken
down into 1,407 enrolments at Level 1, 852 at Level 2 and 719 at Level 3. The 60 and over
Assessment of Current Provision (UK)
Page 84 of 250
July 2006
group contained a total of 134 enrolments, with just under half registering at Level 1 (47.0%),
36.6% registering at Level 2 and 8.2% at Level 3.
Figure 67.
Number of enrolments by level of qualification and age (numbers)
Level of Qualification
Level 1
Level 2
Level 3
Not Applicable /Not Reported
Grand Total
Under 19
6,785
3,517
1,606
0
11,908
19-24
926
738
608
0
2,272
25-59
1,407
852
719
12
2,990
60+
63
49
11
11
134
Missing
1
2
1
0
4
Total
9,182
5,158
2,945
23
17,308
Source: Learning and Skills Council, ILR 0304 F05
Figure 68.
Number of enrolments by level of qualification and age (percentages)
Level of Qualification
Level 1
Level 2
Level 3
Not Applicable /Not Reported
Grand Total
Under 19
57.0%
29.5%
13.5%
0.0%
100.0%
19-24
40.8%
32.5%
26.8%
0.0%
100.0%
25-59
47.1%
28.5%
24.0%
0.4%
100.0%
60+
47.0%
36.6%
8.2%
8.2%
100.0%
Missing
25.0%
50.0%
25.0%
0.0%
100.0%
Total
53.1%
29.8%
17.0%
0.1%
100.0%
Source: Learning and Skills Council, ILR 0304 F05
When examining the number of enrolments by subject area and ethnicity, the vast proportion
were from White learners (13,878), followed by Asian learners (1,302) and Black learners
(920). Overall, ethnicity followed the same trend as age and gender; more than 80% of
learners from each ethnic group had enrolled to study Vehicle Maintenance / Repair courses.
A higher proportion of Chinese learners studied Vehicle Body Maintenance / Repair than any
other ethnic group (4.0%), while a higher proportion of White learners studied Motorcycle
Maintenance / Repair than other groups (3.8%).
Assessment of Current Provision (UK)
Page 85 of 250
July 2006
Figure 69.
Number of enrolments by subject and ethnicity (percentages)
Subject Area
Asian
Black
Chinese
White
Other
0.0%
Mixed
Race
0.0%
Total
0.0%
N/A
N/R
0.4%
Bicycle
Maintenance /
Repair
Forecourt Work
Motorcycle
Maintenance /
Repair
Vehicle Body
Maintenance /
Repair
Vehicle Cleaning
Vehicle Electrical /
Electronic
Systems
Vehicle Exhaust
Systems
Vehicle Finishing
Vehicle
Maintenance /
Repair
Vehicle Painting /
Spraying
Vehicle
Restoration
Grand Total
0.0%
0.0%
0.1%
0.6%
0.5%
0.0%
1.6%
0.0%
0.0%
1.1%
2.0%
0.2%
3.8%
1.0%
1.0%
0.0%
6.7%
0.0%
3.4%
3.4%
2.2%
4.0%
1.1%
3.2%
2.1%
4.7%
3.1%
0.0%
0.2%
0.1%
0.2%
0.0%
0.0%
0.0%
0.6%
0.0%
0.2%
0.0%
0.0%
1.4%
0.0%
0.0%
0.2%
1.1%
0.1%
0.0%
0.0%
0.0%
0.7%
0.0%
0.1%
1.0%
92.5%
2.9%
92.3%
0.0%
94.7%
0.9%
94.0%
0.2%
90.7%
3.8%
91.0%
0.0%
84.8%
0.5%
90.9%
0.0%
0.1%
0.0%
0.0%
0.2%
0.0%
0.4%
0.1%
0.7%
0.4%
1.3%
0.3%
1.3%
0.3%
1.6%
1.2%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
0.0%
Source: Learning and Skills Council, ILR 0304 F05
Figure 70.
Number of enrolments by subject and ethnicity (numbers)
Subject Area
Bicycle Maintenance /
Repair
Forecourt Work
Motorcycle Maintenance /
Repair
Vehicle Body Maintenance
/ Repair
Vehicle Cleaning
Vehicle Electrical /
Electronic Systems
Vehicle Exhaust Systems
Vehicle Finishing
Vehicle Maintenance /
Repair
Vehicle Painting / Spraying
Vehicle Restoration
Grand Total
Asian
Black
Chinese
White
Other
0
Mixed
Race
0
Total
0
N/A
N/R
2
0
0
8
8
7
0
15
0
0
4
7
33
527
3
3
0
33
48
592
44
20
3
4
445
6
23
545
0
2
1
2
0
0
0
2
2
34
0
0
7
0
10
40
14
13
1,205
1
27
849
0
0
71
0
3
329
5
34
12,589
2
11
264
0
0
418
22
88
15,725
0
9
1,302
1
4
920
0
1
75
0
1
350
24
177
13,878
0
1
290
2
8
493
27
201
17,308
10
Source: Learning and Skills Council, ILR 0304 F05
Level 1 had the highest number of enrolments in England for all ethnic groups, with over half
of the total number of enrolments (53.1% / 9,182 enrolments). Mixed Race learners were
more likely to enrol at Level 1 than any other ethnic group (58.3%). Similarly, a higher
proportion of Asian learners enrolled at Level 2 (32.5%), while Chinese learners were more
likely to enrol at Level 3 than other ethnic groups (24.0%).
Assessment of Current Provision (UK)
Page 86 of 250
July 2006
Figure 71.
Number of enrolments by level of qualification and ethnicity (percentages)
Level of
Qualification
Level 1
Level 2
Level 3
Not Applicable /
Not Recorded
Grand Total
Asian
Black
Chinese
White
Other
49.3%
26.7%
24.0%
0.0%
Mixed
Race
58.3%
29.4%
12.3%
0.0%
52.2%
32.5%
15.4%
0.0%
54.2%
31.6%
14.1%
0.0%
100.0%
100.0%
45.5%
35.9%
18.6%
0.0%
N/A
N/R
53.3%
22.3%
23.5%
0.8%
53.1%
29.6%
17.2%
0.1%
100.0%
100.0%
100.0%
Total
53.1%
29.8%
17.0%
0.1%
100.0%
100.0%
100.0%
Source: Learning and Skills Council, ILR 0304 F05
Figure 72.
Number of enrolments by level of qualification and ethnicity (numbers)
Level of Qualification
Level 1
Level 2
Level 3
Not Applicable/Not
Recorded
Grand Total
Asian
Black
Chinese
White
Other
37
20
18
0
Mixed
Race
204
103
43
0
679
423
200
0
499
291
130
0
1,302
920
132
104
54
0
N/A
N/R
263
110
116
4
7,368
4,107
2,384
19
75
350
13,878
Total
9,182
5,158
2,945
23
290
493
17,308
Source: Learning and Skills Council, ILR 0304 F05
Bicycle Maintenance / Repair, Vehicle Exhaust Systems and Vehicle Painting / Spraying all
had 100% of learners enrolling at Level 1. In addition, over 50% of registrations in Motorcycle
Maintenance / Repair, Vehicle Cleaning and Vehicle Maintenance / Repair were also at this
level.
Forecourt Work (garage sales operations), Vehicle Finishing and Vehicle Restoration also
had 100% of learners enrolling at Level 2, while Vehicle Body Maintenance / Repair had just
over 50% of enrolments at this level.
Motorcycle Maintenance / Repair, Vehicle Body Maintenance / Repair, Vehicle Electrical /
Electronic Systems and Vehicle Maintenance / Repair were the only courses to have
enrolments at Level 3.
Assessment of Current Provision (UK)
Page 87 of 250
July 2006
Figure 73.
Number of enrolments by subject area and qualification level
No. of Enrolments By Subject Area and Qualification Level
80%
NA/NR
60%
Level 3
Level 2
Level 1
40%
20%
0%
Bicycle
Maintenance /
Repair
Forecourt
Work
Motorcycle
Maintenance /
Repair
Vehicle Body
Maintenance /
Repair
Vehicle
Cleaning
Vehicle
Electrical /
Electronic
Systems
Vehicle
Exhaust
Systems
Vehicle
Finishing
Vehicle
Maintenance /
Repair
Vehicle
Painting /
Spraying
Vehicle
Restoration
Source: Learning and Skills Council, ILR 0304 F05
When examining the number of enrolments in England by mode of study and subject area it is
apparent that Bicycle Maintenance / Repair and Vehicle Exhaust Systems / Vehicle Finishing
both had 100% of learners enrolled for full-time courses. In addition, Vehicle Cleaning,
Vehicle Maintenance / Repair and Vehicle Restoration had a greater proportion of learners
enrolled full-time for their chosen course.
Conversely, Motorcycle Maintenance / Repair, Vehicle Electrical / Electronic Systems and
Vehicle Painting / Spraying all had a greater proportion of learners enrolled part-time for their
chosen course, with Forecourt Work (garage sales operations) having 100% of learners
enrolled on a full-time basis for the course.
Assessment of Current Provision (UK)
Page 88 of 250
July 2006
Figure 74.
Number of enrolments by mode of study and subject area
No. of Enrolm ents by Mode of Study and Subject Area
100%
2
3593
65
80%
283
385
60%
Vehicle
Exhaust
Syst ems
Vehicle
Finishing
Full Time
136
8
4
262
207
20%
Part-Time
26
12132
Forecourt
Work
88
Bicycle
M aint enance /
Repair
40%
22
10
36
48
0
0%
M ot orcycle Vehicle Body
M aint enance / M aintenance /
Repair
Repair
Vehicle
Cleaning
Vehicle
Elect rical /
Elect ronic
Systems
Vehicle
M aintenance /
Repair
Vehicle
Paint ing /
Spraying
Vehicle
Rest oration
Source: Learning and Skills Council, ILR 0304 F05
The split between full and part time courses also varied with the level of qualification. Level 1
courses were much more likely to be taken full time than Level 3; however, even at level 3,
part-time enrolments were in a minority (41.3%).
Figure 75.
Number of enrolments by mode of study and level of qualification
No. of Enrolm ents by Mode of Study and Level of Qualification
100%
90%
1768
1434
80%
1216
70%
60%
20
50%
40%
Part-Time
Full Time
7414
3724
30%
1729
20%
10%
3
0%
Level 1
Level 2
Level 3
NA/NR
Source: Learning and Skills Council, ILR 0304 F05
Assessment of Current Provision (UK)
Page 89 of 250
July 2006
6.6.2
Achievement in Further Education
Figures 76 & 77 illustrate achievement level by subject area. Overall, it is evident that 48.6%
of learners achieved their learning aim in 2003/04 (8,413), 4.2% of learners achieved
elements of their learning aim (732), and 36.2% failed to achieve their set learning aims
(6,268).
Vehicle Maintenance / Repair had the highest number of learners (15,725). Within this, there
were varying levels of achievement; 7,586 learners (48.2%) achieved their set learning aims
in 2003/04; 692 learners (4.4%) achieved elements of their learning aims; 5,757 learners
(36.6%) failed to meet their learning aims; and 1,538 continued with their learning aims
beyond 2003/04.
From the remaining courses it is apparent that Motorcycle Maintenance / Repair had the
second highest proportion of learners achieving their set learning aims (4.5%), followed by
Vehicle Body Maintenance / Repair (3.2%). Similarly, the same courses had the second and
third highest proportion of learners achieving elements of their learning outcomes in the given
year; Motorcycle Maintenance / Repair with 2.6% and Vehicle Body Maintenance / Repair
with 1.6%. Vehicle Finishing had the highest proportion of learners taking examinations, with
5.2%, followed by Motorcycle Maintenance / Repair with 4.0%.
Figure 76.
Achievement level by subject area (numbers)
Subject Area
Bicycle Maintenance
/ Repair
Forecourt Work
Motorcycle
Maintenance / Repair
Vehicle Body
Maintenance / Repair
Vehicle Cleaning
Vehicle Electrical /
Electronic Systems
Vehicle Exhaust
Systems
Vehicle Finishing
Vehicle Maintenance
/ Repair
Vehicle Painting /
Spraying
Vehicle Restoration
Grand Total
Achieved
No
Achievement
0
Exam
Taken
0
Continuing
Total
8
Partially
Achieved
2
0
10
4
381
0
19
14
174
0
7
30
11
48
592
273
12
180
5
75
545
10
31
0
0
0
9
0
0
0
0
10
40
21
0
1
0
0
22
37
7,586
6
692
36
5,757
9
152
0
1,538
88
15,725
25
0
2
0
0
27
37
8,413
1
732
95
6,268
1
174
67
1,721
201
17,308
Source: Learning and Skills Council, ILR 0304 F05
Assessment of Current Provision (UK)
Page 90 of 250
July 2006
Figure 77.
Achievement level by subject area (percentages)
Subject Area
Achieved
Bicycle Maintenance
/ Repair
Forecourt Work
Motorcycle
Maintenance /
Repair
Vehicle Body
Maintenance /
Repair
Vehicle Cleaning
Vehicle Electrical /
Electronic Systems
Vehicle Exhaust
Systems
Vehicle Finishing
Vehicle
Maintenance /
Repair
Vehicle Painting /
Spraying
Vehicle Restoration
Grand Total
No
Achievement
0.0%
Exam
Taken
0.0%
Continuing
Total
0.1%
Partially
Achieved
0.3%
0.0%
0.0%
0.0%
4.5%
0.0%
2.6%
0.2%
2.8%
0.0%
4.0%
1.7%
0.6%
0.0%
3.4%
3.2%
1.6%
2.9%
2.9%
4.4%
3.1%
0.1%
0.4%
0.0%
0.0%
0.0%
0.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.2%
0.2%
0.0%
0.0%
0.0%
0.0%
0.1%
0.4%
90.2%
0.8%
94.5%
0.6%
91.8%
5.2%
87.4%
0.0%
89.4%
0.5%
90.9%
0.3%
0.0%
0.0%
0.0%
0.0%
0.1%
0.4%
100.0%
0.1%
100.0%
1.5%
100.0%
0.6%
100.0%
3.9%
100.0%
1.2%
100.0%
Source: Learning and Skills Council, ILR 0304 F05
Due to the high number of enrolments at Level 1 (9,182) it is not surprising to note that the
highest proportion of learners that achieved or partially achieved their aims were studying at
this level. Of the learners who continued their learning aims beyond the allocated time, the
majority were studying at Level 3 (50.1%, 863 learners).
Figure 78.
Achievement level by qualification (percentages)
Level of
Qualification
Level 1
Level 2
Level 3
Not Applicable /Not
Recorded
Grand Total
Achieved
No
Achievement
52.8%
32.4%
14.8%
0.0%
Exam
Taken
51.7%
24.7%
23.6%
0.0%
Continuing
Total
62.4%
26.2%
11.2%
0.2%
Partially
Achieved
45.6%
30.9%
23.5%
0.0%
11.7%
37.8%
50.1%
0.3%
53.1%
29.8%
17.0%
0.1%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Source: Learning and Skills Council, ILR 0304 F05
Figure 79.
Achievement level by qualification (numbers)
Level of
Qualification
Level 1
Level 2
Level 3
Not Applicable /Not
Recorded
Grand Total
Achieved
No
Achievement
3,308
2,030
930
0
Exam
Taken
90
43
41
0
Continuing
Total
5,248
2,208
939
18
Partially
Achieved
334
226
172
0
202
651
863
5
9,182
5,158
2,945
23
8,413
732
6,268
174
1,721
17,308
Source: Learning and Skills Council, ILR 0304 F05
Assessment of Current Provision (UK)
Page 91 of 250
July 2006
6.6.3
Funding for LSC Further Education Provision
There was an overall total of £34,797,743 of funding for automotive Further Education
courses in 2003/04, with £25,370,518 from core funding (based on the national base rate
figure for each qualification). Total funding also includes fee remission, achievement funding
and additional learner support.
Vehicle Maintenance and Repair had the highest level of core and total funding, accounting
for 94% of all funding; £23,864,012 from core funding and £32,835,276 from total funding.
Vehicle Cleaning on the other hand was found to have the lowest level of funding, with only
£1,758 from core funding and £2,171 from total funding.
Figure 80.
Funding by subject area
Subject Area
Forecourt Work
Vehicle Finishing
Vehicle Maintenance / Repair
Vehicle Cleaning
Vehicle Body Maintenance / Repair
Vehicle Restoration
Vehicle Painting / Spraying
Vehicle Exhaust Systems
Vehicle Electrical / Electronic Systems
Bicycle Maintenance / Repair
Motorcycle Maintenance / Repair
Grand Total
Core Funding
£3,718
£175,531
£23,864,012
£1,758
£566,424
£257,207
£5,498
£52,499
£14,206
£7,094
£422,572
£25,370,518
Total Funding
£3,772
£230,832
£32,835,276
£2,171
£774,529
£298,776
£6,696
£78,660
£16,575
£8,955
£541,501
£34,797,743
Source: Learning and Skills Council ILR 0304 F05
Further inspection of the figures revealed that Level 1 received the largest amount of funding
in terms of both core and total funding, accounting for 52% of the overall funding;
£12,882,228 of core funding and £18,265,655 of total funding.
Figure 81.
Funding by level of qualification
Level of Qualification
Level 1
Level 2
Level 3
NA/NR
Grand Total
Core Funding
£12,882,228
£7,584,230
£4,898,233
£5,828
£25,370,518
Total Funding
£18,265,655
£10,167,512
£6,357,924
£6,652
£34,797,743
Source: Learning and Skills Council ILR 0304 F05
With the highest number of learners, the North West received the most funding accounting for
18% of both core and total funding (£4,641,281 of core funding and £6,560,818 of total
funding).
With only 847 learners, the North East received the least amount of funding accounting for
only 3% of core and total funding (£981,918 of core funding and £1,323,853 of total funding).
Assessment of Current Provision (UK)
Page 92 of 250
July 2006
Figure 82.
Funding by region
Region
East Midlands
East of England
London
North East
North West
South East
South West
West Midlands
Yorkshire and Humberside
Grand Total
No of Learners
1162
1748
2349
847
3378
2752
1289
2135
1648
17308
Core Funding
£1,700,081
£2,669,809
£4,098,794
£981,918
£4,641,281
£4,256,926
£2,022,776
£2,940,473
£2,058,459
£25,370,518
Total Funding
£2,362,940
£3,609,108
£5,471,320
£1,323,853
£6,560,818
£5,789,811
£2,882,378
£4,004,700
£2,792,814
£34,797,743
Source: Learning and Skills Council ILR 0304 F05
6.6.4
Work Based Learning
There were a total of 42,329 enrolments onto automotive courses in the academic year
2003/04, with a significant difference between males and females (41,830 males and 499
females). The vast majority of males enrolled in Vehicle Maintenance / Repair (36,031 /
86.1%), followed by Vehicle Body Maintenance / Repair with 5,187 enrolments (12.4%).
Although there were significantly fewer females enrolled onto work based learning courses,
they follow the same trend as males, with 445 women enrolling in Vehicle Maintenance /
Repair, followed by Vehicle Body Maintenance / Repair.
Figure 83.
Number of enrolments by subject area and gender
Subject Area
Motor Trade Sales
Motorcycle Maintenance / Repair
Vehicle Body Maintenance / Repair
Vehicle Electrical / Electronic Systems
Vehicle Engine Maintenance / Repair
Vehicle Finishing
Vehicle Maintenance / Repair
Grand Total
Female
1
0.2%
0
0.0%
45
9.0%
1
0.2%
0
0.0%
7
1.4%
445 89.2%
499 100%
Male
28
0.1%
16
0.0%
5187 12.4%
46
0.1%
7
0.0%
515
1.2%
36031 86.1%
41830 100%
Total
29
16
5232
47
7
522
36476
42329
Source: Learning and Skills Council ILR WBL 0304 Full Year
When examining the number of enrolments by qualification and gender, it is evident that the
highest proportion of enrolments for both males and females were at Level 3; 60.7% males
and 51.9% females. Level 2 had the second highest proportion of enrolments for both sexes;
39.1% males and 47.7% females.
Assessment of Current Provision (UK)
Page 93 of 250
July 2006
Figure 84.
Number of enrolments by level of qualification and gender
Level of Qualification
Level 1
Level 2
Level 3
Grand Total
Female
2
0.4%
238 47.7%
259 51.9%
499 100%
Male
101
0.2%
16346 39.1%
25383 60.7%
41830 100%
Total
103
16584
25642
42329
Source: Learning and Skills Council ILR WBL 0304 Full Year
As previously mentioned, there were a total of 42,329 enrolments in automotive work based
learning across England, with the vast majority of learners being aged 19 years and under
(30,997 enrolments / 73.2%), followed by the age group category of 19 to 24 years (11,289
enrolments). The highest proportion of enrolments in each of the age categories was found in
Vehicle Maintenance / Repair; 26,779 enrolments for under 19’s, 9,665 for 19 to 24’s and 32
for 25 to 59’s.
For the 25 to 59 age category there were no enrolments for Motor Trade Sales, Motorcycle
Maintenance / Repair, Vehicle Electrical / Electronic Systems or Vehicle Engine Maintenance
/ Repair and Vehicle Finishing.
Figure 85.
Number of enrolments by subject area and age
Subject Area
Motor Trade Sales
Motorcycle Maintenance / Repair
Vehicle Body Maintenance / Repair
Vehicle Electrical / Electronic Systems
Vehicle Engine Maintenance / Repair
Vehicle Finishing
Vehicle Maintenance / Repair
Total
Under 19
12
0.0%
6
0.0%
3751 12.1%
22
0.1%
1
0.0%
426
1.4%
26779 86.4%
30997 100%
19-24
17
0.2%
10
0.1%
1470 13.0%
25
0.2%
6
0.1%
96
0.9%
9665 85.6%
11289 100%
0
0
11
0
0
0
32
43
25-59
0.0%
0.0%
25.6%
0.0%
0.0%
0.0%
74.4%
100%
Total
29
16
5232
47
7
522
36476
42329
Source: Learning and Skills Council ILR WBL 0304 Full Year
55.6% of under 19 year olds had enrolled in Level 3 qualifications (17,235), followed by Level
2 with 44.1% (13,685). Similar trends were evident with 19 to 24 year olds (74.2% for Level 3
and 25.6% for Level 2) and for 25 to 59 year olds (83.7% for Level 3 and 16.3% for Level 2).
Figure 86.
Number of enrolments by level of qualification and age
Level of Qualification
Level 1
Level 2
Level 3
Grand Total
Under 19
77
13685
17235
30997
0.2%
44.1%
55.6%
100%
19-24
26
2892
8371
11289
0.2%
25.6%
74.2%
100%
25-59
0
7
36
43
0.0%
16.3%
83.7%
100%
Total
103
16584
25642
42329
Source: Learning and Skills Council ILR WBL 0304 Full Year
When examining the number of enrolments by subject area and ethnicity, it was apparent that
the vast majority were from White learners (40,526), followed by Asian learners (626) and
Assessment of Current Provision (UK)
Page 94 of 250
July 2006
Black learners (377). Overall, ethnicity followed the same trend as age and gender; the
learners from each ethnic group primarily studied Vehicle Maintenance / Repair courses (with
approximately 80% of course enrolments seen in each ethnic group). A higher proportion of
Black learners studied Vehicle Body Maintenance / Repair than any other ethnic group
(19.4%), while a higher proportion of Mixed Race learners studied Vehicle Finishing than
other ethnic groups (3.8%).
Figure 87.
Number of enrolments by subject and ethnicity (percentages)
Subject Area
Asian
Black
Chinese
White
Other
0.0%
0.0%
Mixed
Race
0.0%
0.0%
Total
0.0%
0.0%
N/A
N/R
0.8%
1.2%
Motor Trade Sales
Motorcycle
Maintenance /
Repair
Vehicle Body
Maintenance /
Repair
Vehicle Electrical /
Electronic
Systems
Vehicle Engine
Maintenance /
Repair
Vehicle Finishing
Vehicle
Maintenance /
Repair
Grand Total
0.2%
0.0%
0.0%
0.0%
0.1%
0.0%
15.5%
19.4%
11.1%
14.7%
12.2%
17.7%
12.0%
12.4%
0.2%
0.3%
0.0%
0.0%
0.1%
0.0%
0.0%
0.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.9%
81.3%
3.2%
77.2%
0.0%
88.9%
5.4%
79.9%
1.2%
86.4%
0.4%
81.9%
1.2%
84.7%
1.2%
86.2%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
0.1%
0.0%
Source: Learning and Skills Council, ILR WBL 0304 Full Year
Figure 88.
Number of enrolments by subject and ethnicity (numbers)
Subject Area
Motor Trade Sales
Motorcycle Maintenance /
Repair
Vehicle Body Maintenance
/ Repair
Vehicle Electrical /
Electronic Systems
Vehicle Engine
Maintenance / Repair
Vehicle Finishing
Vehicle Maintenance /
Repair
Grand Total
Asian
Black
Chinese
White
Other
0
0
Mixed
Race
0
0
Total
0
0
N/A
N/R
2
3
1
0
0
0
26
13
97
73
4
41
4,945
43
29
5,232
1
1
0
0
45
0
0
47
0
0
0
0
7
0
0
7
18
509
12
291
0
32
15
223
473
35,017
1
199
3
205
522
36,476
626
377
36
279
40,526
243
242
42,329
29
16
Source: Learning and Skills Council, ILR WBL 0304 Full Year
Level 3 qualifications had the highest number of enrolments across the ethnic groups, with
Chinese learners in particular having proportionally more learners enrolling at this level when
compared to the other ethnic groups (80.6%). Mixed Race learners had proportionally more
enrolments for Level 2 qualifications, with 47.3%, followed closely by Asian learners with
42.0%.
Assessment of Current Provision (UK)
Page 95 of 250
July 2006
Figure 89.
Number of enrolments by qualification level and ethnicity (percentages)
Level of
Qualification
Level 1
Level 2
Level 3
Grand Total
Asian
Black
Chinese
0.5%
42.0%
57.5%
100.0%
0.3%
41.4%
58.4%
100.0%
0.0%
19.4%
80.6%
100.0%
Mixed
Race
0.0%
47.3%
52.7%
100.0%
White
Other
0.2%
39.1%
60.7%
100.0%
0.0%
30.9%
69.1%
100.0%
N/A
N/R
0.4%
44.2%
55.4%
100.0%
Total
0.2%
39.2%
60.6%
100.0%
Source: Learning and Skills Council, ILR WBL 0304 Full Year
Figure 90.
Number of enrolments by qualification level and ethnicity (numbers)
Level of Qualification
Level 1
Level 2
Level 3
Grand Total
Asian
Black
Chinese
Mixed Race
White
Other
3
263
360
626
1
156
220
377
0
7
29
36
0
132
147
279
98
15,844
24,584
40,526
0
75
168
243
N/A
N/R
1
107
134
242
Total
103
16,584
25,642
42,329
Source: Learning and Skills Council, ILR WBL 0304 Full Year
When examining the number of enrolments on work based learning courses it was apparent
that Motorcycle Maintenance and Repair and Vehicle Electrical and Electronic Systems had
all of their enrolments at Level 3. Motor Trade Sales and Vehicle Engine Maintenance and
Repair both had the majority of enrolments at Level 3, with 82.8% of enrolments at Level 3 for
Motor Trade Sales and 85.7% for Vehicle Engine Maintenance / Repair. Vehicle Finishing
was the only course to have just Level 2 enrolments, while Vehicle Maintenance / Repair and
Vehicle Body Maintenance / Repair had approximately 40% of enrolments for this level.
Figure 91.
Number of enrolments by subject area and level of study
No. of Enrolm ents on WBL Courses
100%
90%
6
Level 3
522
50%
47
16
60%
24
70%
22515
3034
80%
Level 2
Level 1
40%
1
10%
5
20%
13858
2198
30%
0%
Motor Trade
Sales
Motorcycle
Vehicle Body
Maintenance / Maintenance /
Repair
Repair
Vehicle
Electrical /
Electronic
Systems
Vehicle
Engine
Maintenance /
Repair
Vehicle
Finishing
Vehicle
Maintenance /
Repair
Source: Learning and Skills Council ILR WBL 0304 Full Year
Assessment of Current Provision (UK)
Page 96 of 250
July 2006
6.6.5
Achievement in Work Based Learning
Overall, it was reported that 8.0% of learners achieved their learning aims in 2003/04 (3,762),
with an additional 1.0% of learners achieving elements of their learning aims in the given year
(431) and 26.0% failing to achieve their set learning aims (11,180).
Vehicle Maintenance / Repair had the highest number of learners (36,476). Within this, there
were varying levels of achievement; 3,273 learners (8%) achieved their set learning aims in
2003/04; 357 learners achieved elements of their learning aims; 9,379 learners (25.0%) failed
to meet their learning aims; and 23,431 (64.0%) continued their learning aims beyond
2003/04.
From the remaining courses it is apparent that Vehicle Body Maintenance / Repair had the
second highest proportion of learners achieving their set learning aims (12.1%), followed by
Vehicle Finishing (0.6%). Similarly, the same courses had the second and third highest
proportion of learners achieving elements of their learning outcomes in the given year;
Vehicle Body Maintenance / Repair with 14.4% and Vehicle Finishing with 1.6%. Vehicle
Body Maintenance / Repair also had the second highest proportion of learners taking exams
in the subject with 33.3%.
Figure 92.
Achievement level by subject area (percentages)
Subject Area
Motor Trade Sales
Motorcycle
Maintenance /
Repair
Vehicle Body
Maintenance /
Repair
Vehicle Electrical /
Electronic Systems
Vehicle Engine
Maintenance /
Repair
Vehicle Finishing
Vehicle
Maintenance /
Repair
Grand Total
Achieved
No
Achievement
0.1%
0.1%
Exam
Taken
0.0%
0.0%
Continuing
Total
0.1%
0.1%
Partially
Achieved
0.2%
0.7%
0.0%
0.0%
0.1%
0.0%
12.1%
14.4%
14.4%
33.3%
11.5%
12.4%
0.1%
0.2%
0.1%
0.0%
0.1%
0.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.6%
87.0%
1.6%
82.8%
1.4%
83.9%
0.0%
66.7%
1.3%
87.1%
1.2%
86.2%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Source: Learning and Skills Council, ILR WBL 0304 Full Year
Assessment of Current Provision (UK)
Page 97 of 250
July 2006
Figure 93.
Achievement level by subject area (numbers)
Subject Area
Achieved
Motor Trade Sales
Motorcycle
Maintenance / Repair
Vehicle Body
Maintenance / Repair
Vehicle Electrical /
Electronic Systems
Vehicle Engine
Maintenance / Repair
Vehicle Finishing
Vehicle Maintenance/
Repair
Grand Total
No
Achievement
12
7
Exam
Taken
0
0
Continuing
Total
3
5
Partially
Achieved
1
3
13
1
29
16
456
62
1,615
18
3,081
5,232
4
1
9
0
33
47
0
0
2
0
5
7
21
3,273
7
357
156
9,379
0
36
338
23,431
522
36,476
3,762
431
11,180
54
26,902
42,329
Source: Learning and Skills Council, ILR WBL 0304 Full Year
The vast majority of learners were continuing their learning aims beyond 2003/04 with 26,902
learners. 11,180 learners failed to achieve their learning outcomes within the given year, 431
learners achieved elements of their learning targets and 3,762 learners achieved their
learning aims within the allocated time.
The stages of achievement of learners for each level were broadly in line with the total
proportion of learners taking that level, except that a larger number of Level 2 learners were
awaiting results from their examinations.
Figure 94.
Level of
Qualification
Level 1
Level 2
Level 3
Grand Total
Achievement level by qualification level (percentages)
Achieved
0.3%
42.0%
57.7%
100.0%
Partially
Achieved
0.0%
44.3%
55.7%
100.0%
No
Achievement
0.3%
46.4%
53.3%
100.0%
Exam
Taken
0.0%
61.1%
38.9%
100.0%
Continuing
Total
0.2%
35.7%
64.1%
100.0%
0.2%
39.2%
60.6%
100.0%
Source: Learning and Skills Council, ILR WBL 0304 Full Year
Figure 95.
Level of
Qualification
Level 1
Level 2
Level 3
Grand Total
Achievement level by qualification level (numbers)
Achieved
11
1,579
2,172
3,762
Partially
Achieved
0
191
240
431
No
Achievement
32
5,186
5,962
11,180
Exam
Taken
0
33
21
54
Continuing
Total
60
9,595
17,247
26,902
103
16,584
25,642
42,329
Source: Learning and Skills Council, ILR WBL 0304 Full Year
It is evident from the figure below that the largest number of enrolments were registered with
providers who contracted with the National Office (18,334), who provide services to national
Assessment of Current Provision (UK)
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July 2006
employer training schemes such as that run by Kwik Fit. 20 The region with the most
enrolments was the North West with 5,428 registrations, followed by the South West with
4,314. Both of these figures indicate participation significantly in excess of their share of the
national population. The region with the lowest number of enrolments was the East Midlands
with 1,264 enrolments.
Figure 96.
Number of enrolments by region
Region
East Midlands
East of England
London
North East
North West
South East
South West
West Midlands
Yorkshire and Humberside
National Office
Grand Total
Total
1,264
1,639
1,745
1,634
5,428
3,076
4,314
2,081
2,814
18,334
42,329
Source: Learning and Skills Council, ILR WBL 0304 Full Year
20
LSC Work Based Learning 03/04 data, Automotive Retail Sector
Assessment of Current Provision (UK)
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July 2006
6.6.6
Apprenticeships and Advanced Apprenticeships
All of the data in this section is taken from the Review of Patterns of Provision Annual
Benchmarks 2002-03, commissioned by Automotive Skills. The data only covers England.
The total number of learners who started an Apprenticeship or Advanced Apprenticeship in a
subject related to the retail automotive sector in the 2002-03 academic year was 10,263.
These enrolments mainly occurred in July, August and September, as can be seen in the
graph below.
Figure 97.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by month
and level
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
The enrolments were not evenly spread across England. As for many regional breakdowns of
statistics for training in the sector, a concentration can be seen in the North West, although it
is notable that a large proportion of qualifications shown for this area are at the standard
Apprenticeship level. The area with the largest number of Advanced Apprenticeships is the
South East, followed by the South West. By far the largest number of standard
Apprenticeships were started in the North West, followed by Yorkshire and Humber.
Considering the large population, very few Apprenticeships of any type were started in the
Greater London region. The North East was the area with the smallest number of enrolments.
Assessment of Current Provision (UK)
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July 2006
Figure 98.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by region
and level
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
Region Abbreviations in the graph above:
Abbr.
EE
EM
GL
NE
NW
Full Title
East of England
East Midlands
Greater London
North East
Abbr.
SE
SW
WM
YH
North West
N/A
Full Title
South East
South West
West Midlands
Yorkshire and the
Humber
Data not available
Overall, there were 5,857 enrolments on the Advanced Apprenticeship and 4,437 enrolments
on the standard Apprenticeship. Overall, only 1.4% of those enrolling were female. The
majority of enrolments for both were in Vehicle Maintenance / Repair, as shown in the table
below.
Assessment of Current Provision (UK)
Page 101 of 250
July 2006
Figure 99.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by type
Group
NVQ Title
Vehicle
Maintenance & Repair
Maintenance/
(Heavy Vehicle)
Repair
Maintenance & Repair
Advanced Apprenticeships
Apprenticeship
(number/% of cost)
(Number/% of cost)
6
0.1%
0
0.0%
749
81.4%
3698
83.5%
(Light Vehicle)
Body and
Body Fitting
0
0.0%
4
0.1%
parts
Body Repair
6
0.1%
1
0.0%
operation
Body
759
13.%
646
14.6%
Repair
and
Refinishing
Parts and supply
Parts Operation
311
5.3%
76
1.7%
Sales
Vehicle Sales
3
0.1%
4
0.1%
5834
100.0%
4429
100.0%
Total
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
In terms of ethnicity, 5.4% of those enrolling on a standard Apprenticeship were from ethnic
minorities, compared to 3.7% of those enrolling on an Advanced Apprenticeship. This shows
a significant trend toward lower level training among ethnic minority groups. A full summary is
provided in the table below, although detailed ethnicity information has been merged into
broad categories due to the small numbers in each group.
The percentages show the proportion of enrolments from each ethnic group that are for
Apprenticeships or Advanced Apprenticeships. It is noticeable that the percentage of White
British learners enrolling on Advanced Apprenticeship courses is significantly higher than for
any minority group.
Figure 100.
Enrolments in Apprenticeships and Advanced Apprenticeships in 2002/03 by ethnic
group
Ethnicity
Asian / Asian British
Black / Black British
Mixed
White British
White Irish or White Other
Other / Chinese
Not Known / Not Provided
Advanced Apprenticeship
(Number/% for that ethnic group)
71
50.4%
47
47.5%
31
44.3%
5661
57.3%
27
43.5%
38
48.7%
25
41.0%
Apprenticeship
(Number/% for that ethnic group)
70
49.6%
52
52.5%
39
55.7%
4219
42.7%
35
56.5%
40
51.3%
36
59.0%
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
The data for Apprenticeships also contains information on disabilities, although it is limited in
that it groups together all those with mental disabilities, physical disabilities, or ‘health
Assessment of Current Provision (UK)
Page 102 of 250
July 2006
problems’. In general, more learners that fall into one or more of these categories were
undertaking Apprenticeships (17.9%) than Advanced Apprenticeships (8.0%).
Another measure of this is the proportion of learners receiving additional public funding due to
social and/or learning needs. Overall, 19.6% of those on Apprenticeship courses were
receiving this type of funding, but only 1.6% of those on Advanced Apprenticeship courses
were in receipt of such assistance.
Data was also available on those who left courses before completion. Learners taking
Apprenticeships were considerably more likely to leave before completion than those taking
Advanced Apprenticeships; 33.2% and 23.1% respectively.
Female learners were significantly more likely than male learners to drop out of an
Apprenticeship or Advanced Apprenticeship; 40.1% compared to 27.4%. Those from an
ethnic minority were also more likely to leave a course before completion; 32.7% compared to
27.3% for those in the ‘White British’ category.
Those with learning difficulties, physical disability or illness were only slightly more likely to
drop out than those without such problems; 31.7% compared to 26.9%. Those in receipt of
‘additional needs’ funding were significantly more likely to leave a course before completion,
particularly those with additional social needs; 50.0% or more of this group left Apprenticeship
or Advanced Apprenticeship courses before completion in 2002/03.
Figure 101.
Percentage of learners with ‘Additional Needs’ leaving before course completion in
2002/03
‘Additional Needs’ funding
status
Percent Leaving in 2002/03
before course completion
No ‘Additional
Needs’
26.7%
Learning
Needs
34.6%
Social
Needs
50.0%
Learning and
Social Needs
54.5%
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
Assessment of Current Provision (UK)
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July 2006
Figure 102.
Percentage of learners on Apprenticeships leaving before course completion in
2002/03
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
As can be seen in the graph above, the tendency of learners on Apprenticeships and
Advanced Apprenticeships to leave before course completion was not dramatically affected
by age, fluctuating around the 30% mark for age groups between 17 and 23. That said, it
appears that learners aged 16 were significantly more likely to complete their course than any
other group, with only 12.2% leaving the course before completion in 2002/03.
Leavers were also more likely to leave at the start of their course than at the end. The drop
out rate decreased rapidly after learners had completed the first 12 weeks of their courses.
Figure 103.
Learners on Apprenticeships leaving in each four week block (2002/03)
Source: Wallace, M. / Automotive Skills (2003) Review of Patterns of Provision Annual Benchmarks 2002-03
Assessment of Current Provision (UK)
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July 2006
6.7
Higher Education
As can been seen in the figure below, Automotive Engineering related Higher Education (HE)
learning in the UK was geographically concentrated, with almost a quarter (23.9%) taking
place in the West Midlands and 18.1% in the East of England. Conversely, Northern Ireland,
the North East and Scotland stood out as the geographical areas with the lowest number of
students undertaking Automotive Engineering related HE studies (0.0%, 0.0% and 0.7%
respectively).
Figure 104.
North West
Yorkshire &
The Humber
East
Midlands
West
Midlands
East
London
South East
South West
Wales
Scotland
Northern
Ireland
Automotive
engineering
North East
Subject of
study
Automotive Engineering HE students by region / nation
Total
0
0.0%
167
6.6%
271
10.8%
328
13.0%
601
23.9%
455
18.1%
209
8.3%
320
12.7%
30
1.2%
116
4.6%
18
0.7%
0
0.0%
2515
100%
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision (UK)
Page 105 of 250
July 2006
Figure 105.
Automotive Engineering HE students by region / nation
North East
North West
Yorkshire & The
Humber
East Midlands
West Midlands
East
London
South East
South West
Wales
Scotland
Northern Ireland
Total
0
0.0%
167
6.6%
271
10.8%
328
13.0%
601
23.9%
455
18.1%
209
8.3%
320
12.7%
30
1.2%
116
4.6%
18
0.7%
0
0.0%
2515
100%
Subject of
study
Automotive
engineering
Source: Higher Education Statistics Agency Limited, 2002/03
Nearly three fifths of learners (59.4%) on Automotive Engineering courses were undertaking
their First degree, while just over a fifth (22.4%) were undertaking a Masters degree. No
Automotive Engineering HE learners were on informal courses or studying diplomas or
certificates of higher education.
Figure 106.
Automotive Engineering HE students by qualification aim
No formal
qualification
Other formal
HE
undergraduate
HND/HNC
Diploma or
Certificate of
Higher
Foundation
degree.
First Degree
Postgraduate
Diploma or
Certificate
Masters
degree
Doctorate
Degree
Subject of study
Automotive
engineering (No.)
Automotive
engineering (%)
11
563
17
1495
10
0
293
126
0
Total
2515
0.4%
22.4%
0.7%
59.4%
0.4%
0.0%
11.7%
5.0%
0.0%
100.0%
Source: Higher Education Statistics Agency Limited, 2002/03
The vast majority of HE learners on Automotive Engineering related courses in the UK were
male (95.5%).
Figure 107.
Number of Automotive Engineering HE students by gender
Subject of study
Automotive engineering
Female
113 4.5%
Male
2403 95.5%
Total
2515
Source: Higher Education Statistics Agency Limited, 2002/03
Over half of all learners (57.2%) on HE Automotive Engineering courses were aged 19 to 24,
a further third (33.2%) were aged 25 to 59.
Figure 108.
Number of Automotive Engineering HE students by age
Subject of study
Automotive
engineering
18 and
under
238
9.5%
19-24
1438
57.2%
25-59
835
33.2%
60 and
above
1
0.0%
Unknown
Total
3
2515
0.1%
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision (UK)
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July 2006
Automotive Engineering HE learners in the UK were predominantly white (67.3%). 32.7% of
HE learners were not ‘White’, 6.8% were listed as being from a UK ethnic minority.
Figure 109.
Number of Automotive Engineering HE students by ethnicity
Subject of
study
Automotive
engineering
White
Black
Chinese
67.3%
1.5%
1.1%
Other
Asian
3.5%
Mixed
Other
Unknown
0.7%
1.1%
5.6%
Non UK
domicile
19.2%
Total
2515
Source: Higher Education Statistics Agency Limited, 2002/03
Within the majority of the UK regions and nations, First Degree Level courses were the most
common form of HE Automotive Engineering study, mirroring the national picture. However,
there were geographical variations, whilst all HE courses being undertaken in Scotland were
at this level, in Wales and the South West there were none.
39% of learners on HE Automotive Engineering courses in the East of England and 35% in
the East Midlands were studying for a Masters Degree. In contrast, no students were studying
for this level of qualification in the North East, North West, London, South West, Wales,
Scotland and Northern Ireland had none.
All learners in Wales and the South West studied at HNC / HND level.
Figure 110.
Number of Automotive Engineering HE students by qualification aim and region /
nation
Qualification aim
North East
North West
Yorkshire &
The Humber
East
Midlands
West
Midlands
East
London
South East
South West
Wales
Scotland
Northern
Ireland
Total
Doctorate degree
Masters degree
Postgraduate
diploma
First degree
Foundation
degree
HNC/HND
Other formal HE
undergraduate
qualification
Total
0
0
0
1
1
0
0
82
8
10
121
5
0
170
0
0
177
0
0
0
0
0
12
4
0
0
0
0
0
0
0
0
0
0
0
0
11
563
17
0
0
157
0
172
0
182
0
292
10
278
0
177
0
219
0
0
0
0
0
18
0
0
0
1,495
10
0
0
2
6
9
0
10
0
9
120
0
0
32
0
85
0
30
0
116
0
0
0
0
0
293
126
0
167
271
328
601
455
209
320
30
116
18
0
2,515
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision (UK)
Page 107 of 250
July 2006
Figure 111.
Number of Automotive Engineering HE students by qualification aim and region /
nation
100%
No formal qualification
90%
% of training
80%
70%
Other formal HE undergraduate
qualification
60%
HND/HNC
50%
30%
Diploma or Certificate in Higher
Education
20%
Foundation degree
40%
10%
First degree
rt
No h E
r th a s t
&
T h We
e
s
Ea Hu t
st m
W M i be r
e s dla
t M nd
id s
lan
ds
Ea
Lo s t
So nd o
ut n
So h E
u t as
t
h
W
es
W t
a
No S les
r th c o t
er la n
n
Ir e d
lan
d
0%
No
Postgraduate diploma
ks
hi
re
Masters degree
Yo
r
Doctorate degree
Region
Source: Higher Education Statistics Agency Limited, 2002/03
There was little variation in the level of qualification of HE Automotive Engineering courses
being undertaken in the UK when split by gender. Females were proportionately more likely to
study at Masters Level than males (32% females, 23% males), whereas a higher proportion of
males studied at First Degree Level than females (60% males, 52% males).
Figure 112.
Number of Automotive Engineering HE students by qualification aim and gender
Qualification aim
Doctorate degree
Masters degree
Postgraduate diploma or certificate
First degree
Foundation degree
HNC/HND
Other formal HE under graduate qualification
Total
Female
1
35
0
59
1
9
8
113
Male
10
528
17
1,437
9
284
118
2,403
Total
11
563
17
1,496
10
293
126
2,515
Source: Higher Education Statistics Agency, 2002/03
Assessment of Current Provision (UK)
Page 108 of 250
July 2006
Figure 113.
Number of Automotive Engineering HE students by qualification aim and gender
No formal qualification
100%
% of training
90%
80%
Other formal HE under
graduate qualification
70%
HND/HNC
60%
50%
Diploma or certificate of
Higher Education
40%
Foundation degree
30%
First degree
20%
10%
Postgraduate diploma or
certificate
0%
Female
Male
Masters degree
Gender
Doctorate degree
Source: Higher Education Statistics Agency, 2002/03
The level of the HE qualification studied differed by age. The likelihood that a learner would
study at Masters Degree level increased as the age group increased; as could be expected,
0% of those aged 18 and under studied at this level compared to 10% of the 19 to 24 group
and 51% of the 25 to 59 group. Conversely, the likelihood that the learner would study at First
Degree level or at HNC / HND fell as the age increased.
Figure 114.
Number of Automotive Engineering HE students by qualification aim and age
Qualification aim
Doctorate degree
Masters degree
Postgraduate diploma or certificate
First degree
Foundation degree
HNC/HND
Other formal HE under graduate
qualification
Total
18 and
under
0
0
0
192
0
45
1
1924
1
142
4
1,085
4
190
12
2559
10
420
13
218
6
56
112
60 and
above
0
0
0
0
0
0
1
Unknown
Total
0
1
0
0
0
2
0
11
563
17
1,495
10
293
126
238
1,428
835
1
3
2,515
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision (UK)
Page 109 of 250
July 2006
Figure 115.
Number of Automotive Engineering HE students by qualification aim and age
No f ormal qualification
100%
% of training
90%
80%
Other formal HE under
graduate qualification
70%
HND/HNC
60%
Diploma or certificate of
Higher Education
50%
40%
Foundation degree
30%
20%
First degree
10%
0%
18 and
under
19-24
25-59
60 and
above
Unknow n
Postgraduate diploma or
certif icate
Masters degree
Age Range
Doctorate degree
Source: Higher Education Statistics Agency Limited, 2002/03
There were no very significant differences in the level of HE Automotive Engineering courses
being studied when assessed by ethnicity. Each group was most likely to study at First
Degree level, though Asian and Mixed ethnic groups were slightly more likely (75% and 77%
respectively).
Assessment of Current Provision (UK)
Page 110 of 250
July 2006
Figure 116.
Number of Automotive Engineering HE students by qualification aim and ethnicity
Qualification
aim
Doctorate
degree
Masters
degree
Postgraduate
diploma or
certificate
First degree
Foundation
degree
HNC/HND
Other formal
HE under
graduate
qualification
Total
White
Black
Chinese
Mixed
Other
Unknown
0
Other
Asian
0
Total
4
Non UK
domicile
4
3
0
0
0
269
7
5
12
0
4
48
218
563
8
1
0
0
0
0
2
6
17
1,072
10
30
0
20
0
66
0
13
0
12
0
41
0
242
0
1,495
10
231
99
0
0
2
1
3
6
4
0
0
13
45
2
8
5
293
126
1,692
38
28
87
17
29
142
483
2,515
11
Source: Higher Education Statistics Agency Limited, 2002/03
Number of Automotive Engineering HE students by qualification aim and ethnicity
No formal qualification
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Other formal HE under
graduate qualification
HND/HNC
Diploma or certificate of
Higher Education
Foundation degree
First degree
M
ix
ed
O
th
er
U
nk
N
no
on
w
U
n
K
do
m
ic
il e
W
hi
te
Bl
ac
k
C
hi
ne
O
se
th
er
As
ia
n
% of training
Figure 117.
Postgraduate diploma or
certificate
Masters degree
Etnicity
Doctorate degree
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision (UK)
Page 111 of 250
July 2006
7 Private Sector Training Provision
7.1
ƒ
Key Messages and Issues
Retail automotive sector employees have consistently received less job-related training than
the national average over the last six years, according to the Labour Force Survey.
ƒ
Despite this, training spend per employee in the sector appeared to be significantly above
average, and employees in the 16-24 age range were slightly more likely to receive training
than across all sectors.
ƒ
In Scotland and Wales, the retail automotive sector’s performance in providing training was
closer to the average across all sectors than in England or Northern Ireland.
ƒ
Female employees were significantly less likely to receive training than male employees.
ƒ
Employers were the primary funding source for the majority of employee training. Most
employers felt there should be a mixture of employer and public funding for training, although
opinion varied as to where the division should be. Funding levels were felt to be a significant
limitation on training.
ƒ
Providers highlighted a major gap in vocational training funding for over 19s.
ƒ
Costs of training go beyond the direct cost of the training course. For smaller employers, loss
of productivity and/or the cost of finding temporary cover for an employee undergoing training
may be more significant. For rural areas, the cost of travel and accommodation may also be a
major issue.
ƒ
Training providers, including CoVEs, were concerned about declining levels of funding for FE.
ƒ
A need for closer partnership between training providers and employers was identified.
ƒ
Legislation and supplier / customer demands were perceived as being major drivers of
training.
ƒ
On one hand, training was recognised to improve employee loyalty and retention; however, on
the other it was thought to make a business more vulnerable to ‘poaching’ by other employers.
ƒ
Many larger and ‘exemplar’ employers saw management training as a priority; however,
survey data indicates that most small companies in the sector tend to concentrate on technical
skills.
ƒ
Basic literacy and numeracy were seen as an increasing problem among young people, by
both employers and training providers.
ƒ
Employers used a wide variety of methods to determine which skills were critical to the
business. Targeting training to best increase profitability was considered difficult by some
employers.
ƒ
The most common method of identifying training needs was to monitor the performance of
individual employees.
ƒ
88.2% of employers were able to describe their strategy to identify training needs, indicating a
widespread awareness of the potential need for training. Only 6.4% of employers felt that
there was no link between training and business performance.
Assessment of Current Provision (UK)
Page 112 of 250
July 2006
ƒ
The structure of provision and funding of courses was felt to be confusing for employers and a
need for a single authoritative information point and recognised approval system was
highlighted.
ƒ
Formal planning and budgeting of training was most likely in medium-sized companies. Larger
companies sometimes found company-wide schemes difficult to administer. In some cases
high turnover of staff was felt to be a difficulty.
ƒ
Training providers used a wide variety of data sources to assess and plan for demand for
training. In general they felt that demand from the sector was increasing. Employers were
believed to demand training mostly at Level 3.
ƒ
Apprenticeships were broadly thought to have been a success in attracting employers, but
more flexibility was felt to be needed, particularly in terms of targeting younger and older age
groups.
ƒ
Training providers felt that the range of courses in technical skills was already adequate, so
additional provision would be best focused in other areas. However, it was also recognised
that technical courses needed to be kept up to date with modern technology.
ƒ
Training providers believed that retail automotive sector training had a negative image among
many parents and school teachers, and as a result tended to be seen as a low status option.
ƒ
The level of co-operation between training providers was felt to have been reduced by the
introduction of competition between colleges into the FE sector.
ƒ
Engagement with employers was made difficult by a lack of interest among many employers,
and by intense competition and fear of ‘poaching’ of staff meaning that sometimes employers
were reluctant to use the same training provider as any rival firm.
ƒ
Employer input into course design was felt to be significant for larger employers, although
limited by the rigidity of some of the qualifications involved.
ƒ
Major reasons for using internal provision highlighted by employers included convenience
(50.0%), lower cost (35.0%), and the ability to ensure quality (27.5%).
ƒ
Major reasons to use external provision included lack of internal training capability (35%) and
the belief that external training was of higher quality (23%).
7.2
Methodology
In addition to the training supplied by the public sector through further and higher education
institutions, schools and work-based learning providers, training is also delivered by
employers in the workplace. Therefore as part of the assessment of current provision, it is
important that this activity is also captured. To achieve this, data has been taken from a range
of secondary sources such as SSDA Matrix, Futureskills Scotland, the Department for
Economic Development in Northern Ireland and Future Skills Wales.
This data has been supplemented by a series of in-depth interviews with providers of training
from across the United Kingdom as well as interviews with employers who were known to be
advocates of training either through in-house training schemes or through links with public or
private sector providers. In addition, a large scale quantitative survey of employers in the
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sector was also conducted to provide additional evidence of the level of training and
perceptions of the quality of training available to the sector.
7.3
Incidence of Training
Using data from employer surveys and labour force surveys from across the United Kingdom,
it is possible to build a picture of the level of training carried out within the workplace. This
data can be used as an indication of whether employers in the automotive sector have a
higher or lower propensity to train than employers in the economy as a whole.
When compared with employees across the whole economy, data from the Labour Force
Survey illustrates that automotive employees have consistently received less job-related
training than the national average over the last six years. The graph below illustrates that on
average over the last six years, 28% of employees in the economy as a whole had received
job-related training in the last 13 weeks, whereas in the Automotive Skills footprint, the
average was 19%, a rate which had only fluctuated slightly over the six years.
Figure 118.
Proportion of the workforce having received job-related training in the last 13
weeks
Proportion of the Workforce Having Received Job-Related Training in
the Last 13 Weeks
30%
25%
20%
15%
10%
5%
0%
2000
2001
2002
2003
2004
2005
Year
Whole Economy
Automotive Skills
Source: Labour Force Survey, SSDA Matrix; Coverage: UK
Note: The Automotive Skills Industrial definition is SIC 50.1 to 50.5 and 71.1.
When examining the data at country level it reveals that in England there is a gap of almost
10% between the percentage of establishments who had funded or arranged training for
employees in the last twelve months in the Automotive Skills footprint compared to the
economy as a whole. However, the difference between the average number of training days
per employee in the last 12 months and the average was not as large with employees in the
automotive sector benefiting from an average of eight days of training, compared to nine days
for the whole economy. It is also worth noting that the average training spend per employee
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over the last twelve months was significantly higher for establishments in the Automotive
Skills footprint, at £241.22, compared to £185.19 for the economy as a whole.
Figure 119.
Level of training provided by employers in England 2005
Incidence of training
Proportion of establishments funded or arranged training for
employees in the last 12 months
Proportion of establishments with less than 50 employees
providing training in the last 12 months
Average number of training days per employee in last 12 months
Average training spend (£) per employee in last 12 months
Average proportion of staff trained in last 12 months
Automotive
Skills
55.8%
Whole
Economy
64.8%
54.5%
63.3%
8.1
£241.22
65.2%
9.0
£185.19
80.8%
Source: National Employers Skills Survey
Note: The Automotive Skills Industrial definition is SIC 50.1 to 50.5 and 71.1.
In Scotland, the differential between the proportion of establishments funding or arranging
training in the automotive sector compared to the whole economy was not as large as in
England. In total, 59% of automotive establishments had funded or arranged training in the
preceding 12 months, compared to 64% for the economy as a whole. Establishments in the
automotive sector were also more likely to have provided off-the-job training (17%) than
establishments in the whole economy (12%).
Figure 120.
Level of training provided by employers in Scotland 2004
Incidence of training
Proportion of establishments funded or arranged any training in the
preceding 12 months
Proportion of establishments funded or arranged any on-the-job
training in the preceding 12 months
Proportion of establishments funded or arranged any off-the-job
training in the preceding 12 months
Proportion of establishments funded or arranged any on-the-job
training ONLY in the preceding 12 months
Proportion of establishments funded or arranged any off-the-job
training ONLY in the preceding 12 months
Proportion of establishments funded or arranged both on-the-job and
off-the-job training in the preceding 12 months
Automotive
Skills
59%
Whole
Economy
64%
42%
52%
50%
46%
9%
17%
17%
12%
33%
35%
Source: Futureskills Scotland, Employer Skills Survey
Note: The Automotive Skills Industrial definition is SIC 50.1 to 50.5 and 71.1.
In Wales, establishments in the automotive sector were less likely to fund off-the-job training
than establishments in the economy as whole (51% compared to 53%).
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Figure 121.
Level of training provided by employers in Wales 2003
Incidence of training
Proportion of establishments funding off-the-job training
Automotive Skills
51.0%
Whole Economy
53%
Source: Future Skills Wales, Employer Skills Survey
Note: The Automotive Skills Industrial definition is SIC 50.1 to 50.5 and 71.1.
The situation in Northern Ireland reflects that of England in that there is a 10% difference
between the proportion of establishments funding off-the-job training in the automotive sector
compared to the economy as a whole.
Figure 122.
Level of training provided by employers in Northern Ireland 2002
Incidence of training
Proportion of establishments funding off-the-job training
Automotive Skills
30.0%
Whole Economy
41.8%
Source: Northern Ireland Skills Monitoring Survey 2002
Note: The Automotive Skills Industrial definition is SIC 50.1 to 50.5 and 71.1.
7.3.1
Characteristics of employees who received training
Further analysis of the Labour Force Survey for the United Kingdom provides a more detailed
explanation of the differences in the level of training received. From examining the proportion
of employees who had received training by age, it can be seen that while the 16 to 24 age
group was slightly more likely to have received training in the automotive sector than the
economy as a whole, for the other age groups the percentages is considerably lower,
explaining the overall lower average for the sector.
In terms of gender, while males are less likely to have received training in the automotive
sector than the economy as a whole, the difference is more significant for females at 17%.
Due to sample sizes, it has not been possible to capture data for non-white employees or for
some of the occupational categories. Where this data is available, it is only in Sales and
Customer Service occupations that employees in the automotive sector were more likely to
have received training than employees in the economy as a whole, however the difference
was only 1%.
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Figure 123.
Characteristics of employees who received training in the last 13 weeks
Age
Ethnicity
Gender
Occupation
Coverage of Training (Last 13 Weeks), 4 quarter average:
(2004Q3 to 2005Q2)
Automotive Skills
Whole Economy
16-24
36%
34%
25-44
18%
30%
45+
13%
24%
White
19%
28%
Non-White
*
29%
Male
20%
25%
Female
15%
32%
Managers and Senior
18%
27%
Officials
Professional occupations
*
44%
Associate Professional
*
40%
and Technical
Administrative and
18%
25%
Secretarial
Skilled Trades
22%
17%
Occupations
Personal Service
*
40%
Occupations
Sales and Customer
25%
24%
Service Occupations
Process, Plant and
*
14%
Machine Operatives
Elementary Occupations
*
16%
Source: Labour Force Survey, SSDA Matrix; Coverage: UK
Note: The Automotive Skills Industrial definition is SIC 50.1 to 50.5 and 71.1.
7.4
Funding the Provision of Training
According to the interviews conducted as part of the primary research for Stage 2, the
majority of employers had paid for training themselves. Where external funding was provided
to companies, it usually contributed up to 50% of the training costs. The amount and type of
funding or payment required for training was dependant on the type of course being
undertaken; for example, Government funding paid for approximately 50% of apprenticeship
training. Apprenticeship funding was the type most commonly received by employers,
although they had to pay the apprentices’ wages whilst being trained.
“If we need training we pay for it ourselves. Apprenticeships obviously carry a degree of
funding and we currently have around 22 apprentices.”
Employer – Retail Automotive Sector
There was no common consensus between employers when considering who should pay for
training. The answers were split three ways, with people generally thinking that either the
employer should be responsible for training costs, public agencies should contribute more, or
a combination of both. Those who thought employers should pay usually gave the reason
that they were ones who benefited from having a well trained employee. Again, it was
acknowledged that there was apprentice funding available, but that it was unfair that it only
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applied to employees under 25 and therefore in some cases people over that age were not
able to access these courses.
“If it’s looked upon as part of their education in terms of getting a qualification then maybe
there should be funding similar to that available for universities courses or other qualifications.
Essentially it’s employers that are benefiting from the training in the long term and I don’t see
any difficulty with them paying for it.”
Employer – Retail Automotive Sector
“If there’s an area where I think it would be helpful it is if there was some funding for over 25s.
It seems to me from what knowledge I have that pretty much all of the funding available for
development is targeted at 16 to 25 year olds which is great and I understand why that would
be the case, but the bulk of our employees would be typically over 25 and fall out of the
funding criteria.”
Employer – Retail Automotive Sector
Providers of training and education reported that the Learning and Skills Council (LSC) were
the primary funders of automotive training in England. In addition to this, some providers
stated that employers made a contribution to training such as part-time courses and training
designed to up-skill members of their workforce with specific qualifications. It was also stated
that employers had to pay for any adult training that occurred, although one provider
suggested that this was heavily subsidised by the LSC, with employers only contributing up to
30% of the real cost of training.
“Generally speaking the great bulk of training is paid for by the public sector. They’ll do that in
a number of ways; 16 to 19 year olds, full time, part time courses or apprenticeships from the
LSC are all paid for. If it’s for adults generally speaking they’ll pay a fee, but it’s also very
heavily subsidised by the LSC. At this moment in time the fee is 29% of the real cost.”
Training Provider – Retail Automotive Sector
Using the quantitative survey, it is possible to quantify the overall prevalence of some of these
views within the retail automotive sector. Although the majority of employers thought that they
should receive some support with training costs, 25.8% were of the opinion that they should
pay 100% of training costs. Indeed, there was a consensus that employers should contribute
to the cost of training by more than three quarters of respondents.
However, while there was clearly a belief that employers should be supported financially in
some form, they were reluctant to rely solely on state funding; only 7.0% believed that public
funding bodies should cover more than 50% of their training costs. Furthermore, there was
clear and strong opposition to payment by employees for their own training, with 89.1%
opposed to any trainee contribution at all.
An overwhelming number of training providers were also of the opinion that it should be the
employer who should be paying to train their own staff, especially where they benefit directly
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from training in terms of increased productivity and profit. However, stakeholder experience
suggests that lack of public funding is a more important issue for training providers. Indeed,
providers highlighted that there was a gap in the funding provided by the Government in
terms of financial support for people over the age of 19 who wished to move into the sector
and required re-training.
“Obviously the Government through the LSC is saying that they are sponsoring the full time
students, but what about those over 19? Funding doesn’t cater for someone in their 30’s who
wants a career change in the middle of their lives. I think for people who are employed
obviously you’ve got to expect a contribution from the employer and or the employee. What
percentage of that should be full cost to them, that’s difficult to say.”
Training Provider – Retail Automotive Sector
“The up skilling should be from industry, public money should not pay for companies to make
more money. We have said in the past, that if you are paying for something you tend to stick
with it, if you get it free you tend to waver.”
Training Provider – Retail Automotive Sector
7.4.1
Indirect and direct costs of training
Apart from the actual costs of sending an employee away to be trained (travel, overnight stay,
course costs etc.) the main direct cost of training cited by respondents was the loss of
productivity, which had an immediate impact on profitability. This could be particularly
significant where margins were tight, as they often are in the sector. In particular, employers
recognised how training impacted upon the rest of the workforce not only in terms of
employees having to provide cover, but in terms of reduced productivity and profitability,
especially if they were paying for training as well as paying wages.
“The actual cost of the course is only one thing and then you are taking the person away from
the business for a substantial period of time. This puts a burden on others, maybe working
longer hours.”
Employer – Retail Automotive Sector
“Direct costs include travel – getting everyone together. We were looking at running training
for employees from all of our distribution centres but it was expensive. The cost of a 3 year
programme was £40-60K.”
Employer – Retail Automotive Sector
In the quantitative survey, employers emphasised the indirect costs of training over the direct.
The majority of responses from employers who had not provided training for staff (for reasons
other than satisfaction with their existing skills base, cited by 76.0% of those who had not
provided training), indicated that time pressure on employees requiring training (6.6%), or on
employees who could provide internal training (3.9%), were more significant factors than the
direct financial cost, such as fees and expenses (3.4%).
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7.4.2
Increased costs of training
The majority of employers thought the cost of training to their organisation was increasing,
mainly because of demand and the pace the industry was moving at.
However, some
employers felt the cost had remained constant over recent years and because of this, they felt
they were getting good value for money. No employers believed the cost of training had
decreased.
“The cost of training is increasing. It is the pace the industry is moving at. Body construction
on vehicles is moving at a real pace and we have to keep abreast of the techniques.”
Employer – Retail Automotive Sector
“Looking overall the cost of training is staying the same, I feel it is good value for money.”
Employer – Retail Automotive Sector
In general employers felt they were not able to meet all of their training needs. The main
reason given for this was lack of funding. The employers that did feel they could meet all their
needs, had flexible or sufficient budgets and they felt that not being able to find suitable
provision was more of an issue. Despite that, there was an opinion that a larger budget for
training would not have a significant impact on the amount of training provided, as there was
the issue of not being able to release a large number of employees for training at the same
time due to the loss in productivity.
“We only have so much money so you have to prioritise what is needed immediately and what
we are prepared to invest in.”
Employer – Retail Automotive Sector
“There is always something else you can do, but if someone gave me twice as much money
to spend I probably wouldn’t spend it because the other side of the equation operationally is
how many people can I afford to take away from a centre on a daily basis before it affects the
organisation.”
Employer – Retail Automotive Sector
The issue about whether employers are able to, or should fund employee training, was put
into context in the focus groups with employers who stated that the increasing financial
constraints of operating businesses in the motor trade meant that there was a limit to what
training could be supported. Profit margins were reported as being significantly lower than in
the past for a number of reasons, including the increased service intervals for customers who
had bought new cars, resulting in less work for garages. In addition, it was felt that as
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technology had moved on so quickly, the cost of updating equipment was also a constraint on
the business and this had to be the priority in terms of funding training. 21
7.4.3
Availability of external funding
The vast majority of training providers felt that the current level of external funding was not
sufficient to meet the needs of the sector for a number of reasons, including not being able to
keep up with the pace of technology and the skills gaps of newly qualified people who often
required significant induction. It was also commented that there was a severe lack of funding
for over 19’s and this was in need of being addressed.
“What they never seem to take into account is that most people that come in, for example to
do service and repair on cars, they are expecting us to work with cars little over 3 years old,
but who’s paying for all of that? There is no funding for that.”
Training Provider – Retail Automotive Sector
“No, I don’t think there is sufficient funding and I think it’s for these modern technologies,
electronic based etc, where there is a lack of training.”
Training Provider – Retail Automotive Sector
The general consensus amongst training providers was that the characteristics of external
funding did make the provision of certain types of automotive training commercially unviable.
This was mainly due to the fact there was a lack of flexibility with the external funding which
consequently made it difficult to invest the finance in areas that would benefit.
“I think it’s more difficult to deliver day release programmes. I think if you are a small provider
it’s very difficult to make it viable. If you are a larger provider like us, I wouldn’t say it’s easy,
but you have the economies of scale, but you need to be delivering achievement rates
significantly above the national average in order to make it viable.”
Training Provider – Retail Automotive Sector
“The amount of investment required, particularly on body and paint work, is very high. We
have a £4.5 million facility here and we are still missing some things.”
Training Provider – Retail Automotive Sector
“Well, I think once you get into the team leading and supervisory level 4 qualifications then I
would say most of these courses are not viable.”
Training Provider – Retail Automotive Sector
21
CI Research SSA Pre-Work Regional Focus Groups May-June 2005
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“Sometimes there’s too many links in the chain. Funding isn’t direct, for example as a college
I might be commissioned to do a technical certificate for a group of young people. The
delivery of that technical certificate in terms of the workshop practice that they do, the
resources that they use, the administration from beginning to end, that is all entirely within the
college, but I know that colleges only get 90% of the available funding. The training provider
keeps back 10% and in some cases I’ve heard of 20%, but on what basis?”
Training Provider – Retail Automotive Sector
Amongst the training providers there was a prediction that in five years time many publicly
funded centres of excellence would have to close down as the funding was further reduced.
There was felt to be some evidence to suggest that this was already beginning to occur. This
was felt to be a negative move amongst training providers as there was the perception that
they would potentially lose the network of good practice, sharing ideas and the ability to pool
resources.
7.4.4
22
Drivers of external automotive funding
Training providers felt that the Government was a strong driver for external funding of
automotive training with their policies, targets and budgets being a large influence. In addition
to Government policy, skills shortages were also commonly thought to be a strong driver as
there was a genuine need to raise skills throughout the United Kingdom. Therefore there were
a number of public sector agencies leading on this across England, Wales, Scotland and
Northern Ireland.
“Skills shortages drive funding - if there were no skills shortages there would be no
Government funding.”
Training Provider – Retail Automotive Sector
“It is a case of raising skills – there is a genuine need to raise skill levels regardless of the
sector. Many young people change careers having been trained up and this does not help the
situation - apprenticeships will help to bridge that gap.”
Training Provider – Retail Automotive Sector
“Government budgets and availability of funding; the whole thing is about money and politics.”
Training Provider – Retail Automotive Sector
7.4.5
Improving the model of public funding of provision
It was widely agreed that several changes needed to be made to the current model of public
funding in order to make improvements to automotive training. Training providers believed
the model needed to be made more flexible, for instance extending funding to include more
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Level 1 courses and adult training instead of focusing primarily on 16 to 18 year old training.
In addition, it was thought that automotive training documentation needed to be simplified and
this could reduce administration, as providers reported that there were frequently several
audits being conducted simultaneously that were measuring the same things.
“I do think we need to think about the adults, there is too much emphasis put on 16 to 18, but
as regards to adults, there is a big up skilling need and I know it’s got to come from industry
but I still think we need adult apprentices.”
Training Provider – Retail Automotive Sector
“Well, I suppose there should be more flexibility built in and if someone wants to go on and
do their team training there should be provisions made for them if they have an aptitude for it.
As well as that we need to address the Level 1 training needs people, but that is something
that the Sector Skills Council and the funding bodies will have to look at it to make sure
there’s a wide enough range of courses to interest people, and that it is funded and the
timeframe for people to complete the qualification is appropriate.”
Training Provider – Retail Automotive Sector
In addition to public funding of provision, it was also noted that training providers should be
proactive in sourcing additional funding directly from employers themselves, offering courses
which have demonstrable benefits which could persuade employers to pay a higher
proportion of the cost of provision.
7.5
Drivers of Training
7.5.1
Internal drivers of training
Views gathered from the employer interviews suggested that the internal drivers of training
concerned what was best for the customer and what was best for the business. In both cases,
providing what was best for the customer was seen as the crucial characteristic of a
successful company.
Improving customer service was the most common of internal drivers as if the customer went
away satisfied there was an increased chance of repeat business. Closely linked to customer
service were the company’s own standards; it was felt that training was necessary to attract
new recruits and to keep existing workers up to date in order to move the business forward.
The simple equation was, improve the skills of sales staff and the company will become more
profitable.
22
Automotive Skills CoVE Meeting Quality Improvement Group November 2005
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The quantitative survey also indicated that the main drivers behind training spend was the
belief that it would improve performance and profitability (49.2% and 45.5% respectively).
Improving customer service was also an important driver in its own right, although clearly
closely linked to the previous two; 34.8% felt that this was important in their decision to
provide training.
“Training is driven internally so that we can offer services to customers that help us stand out.
There is a strong emphasis on customer service. It is in our interest to ensure that customers
get the best out of our staff. Our staff need to know how to represent our brand to their
customers.”
Employer – Retail Automotive Sector
There was a consensus that the industry had been slow to react to the needs of customers in
terms of communication and customer service levels. There was felt to be a need to invest
more heavily in improving customer service in order for the greatest returns on investment. 23
Staff retention was also seen as one of the drivers of training; if an employee was receiving
training then it would help improve job satisfaction as they could see a distinct career path
and progression. It was also felt that a happy and competent worker would prove to be more
productive, which would result in profits for the business.
“If you train people then they are happy doing their job. They are going to earn the company
more money, so everybody prospers.”
Employer – Retail Automotive Sector
7.5.2
External drivers of training
In terms of legislation being an external driver for training, it was felt that this mainly affected
the Health and Safety elements of training, although it was also acknowledged that it had
some influence on apprenticeship numbers, motor vehicle laws and environmental issues.
There was a view that legislation was a key driver of technology progression which in turn
affected training needs. However, in many instances it was felt that legislation had no
particular impact on training – it was evident that it was more of a driver of training in
manufacture, repair and technology than in sales, dealerships or suppliers. This may be
because of a lack of knowledge of consumer law and other legislation among smaller
businesses.
“Legislation drives what development we do with people managers within the business,
certainly in terms of health and safety and environmental issues.”
Employer – Retail Automotive Sector
23
Employer Focus Group November Edinburgh
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“Legislation drives product change. Product change requires new technology which needs
new training. An example of this would be the Euro 4 Emissions Standard.”
Employer – Retail Automotive Sector
In terms of the external and internal drivers for training, it was acknowledged by the
employers that when training had been enforced by manufacturers and had not been seen to
be part of the overall programme of business, this resulted in the worst form of training which
had the least benefit to the business. On the other hand, where line managers had spent the
time identifying training needs and implemented learning outcomes on return to work, this
was identified as the most successful form of training. 24
7.5.3
Occupational drivers of training
Management occupations were seen as a high priority group for training by employers. In
some cases it was not regarded as high a priority as technical staff, but employers widely
recognised that management training and leadership were crucial for a successful business.
This was the case regardless of business size as smaller businesses felt that management
would be increasingly important as the business grew and larger companies felt that good
management training aided staff retention. One particular company felt that this type of
training had been “placed on the back burner” over recent years, which suggested that when
funding was short, this type of training may be one that is forfeited.
“Often staff turnover occurs because of inadequate management of staff as mechanics are
typically fickle. I think it is important that managers know how to motivate and lead the team.
It’s quite a small environment and people spend quite a lot of time at work.”
Employer – Retail Automotive Sector
Employers also identified a lack of management competence in every area of the business
and highlighted the adverse consequences of this lack of skills, including a lack of
understanding of recruitment processes and a lack of understanding about appraisal
processes, meaning staff were not properly rewarded or recognised for their work.
25
“Staff that are committed and are doing the job properly are not rewarded or recognised as
the appraisal system is not understood. This has a knock on effect on the individual and their
progression.”
Employer – Retail Automotive Sector
Like management training, training technical staff was a high priority among all employers.
They felt that this was due to the technical nature of the sector and affected not only new
24
25
Automotive Skills Focus Group November Edinburgh
Automotive Skills Regional Employer Events
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staff, but, due to the fast moving pace of vehicle technology, affected experienced staff also.
As could be expected, repair, MOT, manufacture and part suppliers felt that this was a higher
priority than dealerships and sales franchises. Not only was technical training a way of
keeping up to date with new technology in manufacturing, it was felt that it improved customer
service in the repair and MOT business due to improved speed, efficiency and quality of work.
“Vehicle technology is going at an alarming rate at the moment. It’s important to keep on top.
We send people on manufacturers training and they disseminate it through the group.”
Employer – Retail Automotive Sector
“Technical training is a priority especially now with an increase in the complexity of vehicles
we’re looking at and dealing with everyday. So that’s very important.”
Employer – Retail Automotive Sector
General skills training (which encompasses a range of competencies such as team working
and communication skills) was also something that was done regularly by the majority of
employers. It was not however, seen as a ‘priority’ over other types, such as technical
training, but was considered as very important nonetheless. Again, this was related to
customer service and communication. Leadership, team building and motivation were also
general types of training that were mentioned as important. These were not types of training
that were seen as more important by any particular type of business (customer
communication was seen as important in a workshop as much as a showroom) although it
was not really associated with management.
“General skills training is something that is ongoing all the time internally. In addition, some
customer training was bought in to focus people on the needs of the customer.”
Employer – Retail Automotive Sector
“General skills training comes under other training schemes. For example, the tyre training
module is not just about how to fit / repair tyres, to diagnose faults with them. It goes a step
further in how to explain these problems to someone who doesn’t have technical
competency.”
Employer – Retail Automotive Sector
Basic skills were seen as a priority only amongst those employers who employed apprentices,
as basic literacy and numeracy was seen as an increasing problem among young people and
in lower level jobs.
“We don’t undertake basic skills training for the technicians as they are mature people, but
we do have a bespoke apprentice program, this includes key and basic skills.”
Employer – Retail Automotive Sector
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“Basic skills training is targeted at lower level occupations, really.”
Employer – Retail Automotive Sector
Employers were genuinely concerned that they had to train young employees in skills which
they felt should have been delivered by schools. It was also suggested that many of the job
applications from potential recruits had been written by parents, reflecting the level of young
people with literacy problems.
7.5.4
26
Profitability as a driver of training
There were a number of methods used in determining which skills were most critical in
delivering profitability. It was felt that it was a difficult question to answer as, in sales in
particular, the whole process was equally important. Mystery shopping, site visits and
accounts checking were all part of the process of identifying skills gaps within the workforce,
as were customer satisfaction surveys and new staff basic skills inventories. The information
gathered from such studies was used in some cases to build a framework with which to base
the business around in the future. It was felt that to some degree, determining which types of
training were a priority was ignored; quick win training, such as sales techniques would
sometimes be undertaken and although it could provide a temporary fix, underlying skills
shortages in management might remain. Such training needs were perceived as harder to
quantify in terms of profitability and therefore may be left.
Differentiating between non-essential and essential competencies was not actively done by
the majority of employers; however, those that did mentioned specific techniques which could
be shared as best practice across the industry. Employers mentioned ‘core’ competencies to
enable staff to deliver the right kind of service. As staff became more experienced or rose
through the ranks, then the number of competencies would increase. One large business in
particular mentioned a ‘pyramid’ – as the employee climbed higher in the pyramid the level of
competencies would increase (for example, workshop / site manager would need financial
competency that wasn’t needed at supervisory level).
Overall, there was a perception that training did have benefits.
The quantitative survey
showed that over two thirds (67.4%) of retail automotive sector companies felt that there was
a strong link between training and business performance, while only 6.4% felt there was no
link at all.
26
CI Research SSA Pre Work Regional Focus Group May – June 2005
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7.6
Formal Training Plans and Budgets
7.6.1
Training Plans
Companies which did not have a formal training plan range in size, though it was
predominantly larger companies who suggested that such plans were harder to accomplish
as a result of the scale of their operations; for small to medium sized enterprises it was seen
as more achievable. For large companies, or companies with multiple sites, it was suggested
that a company wide plan would not be feasible due to the fragmented way in which some
companies operated (head offices, franchise dealers etc), and that it would be much more
likely that the company would study the skills needs of each individual area or site of the
business. It was also felt that the training needs could not be predicted in companies where
unanticipated new technology could suddenly become available, and training would be
required which would then not be in the plan. That said, a number of employers mentioned
that they would be developing training plans in the near future.
The majority of companies did have a company training plan, although there was a degree of
variety in the way in which these were delivered. In some cases the plan mapped out the next
steps for employees and split them by occupation such as technical, sales, after sales,
management and leadership. In other cases, the plan involved systematically analysing
different elements of the business, though it was felt that this way may lack detail and place
too much emphasis on technical training rather than managerial or administration.
“Each individual has their own development needs looked at. There is a review process with
in the company, so effectively each person has a training program from the first day at work.”
Employer – Retail Automotive Sector
“We do have a structure but it is not as detailed as I would like. It is based on the review of
skills analysis of various employees, but it is predominantly set by technical workshop floor
personnel rather than management or administration.”
Employer – Retail Automotive Sector
7.6.2
Training Budgets
Employers involved in the depth qualitative consultation tended to have a formal training
budget. Companies felt that it enabled them to ensure that the monetary outlay and return on
investment to the business was proportionate and that they were getting value for money. The
ability to plan for the future rather than just to react to immediate needs was also seen as an
important benefit to the long term stability of the company. It was also felt that a formal budget
clarified what could and could not be accomplished during that time period. In the past it was
felt that the plug was pulled on training for financial reasons where money was suddenly not
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available; however, having a training budget helped companies make these decisions more
rationally.
The sector-wide quantitative survey which included many smaller employers revealed a
different picture with only 7.2% of all respondents having a specific training budget. The
explanation for the disparity in results is supported by the differing results for small, medium
and large companies. Only 2.9% of companies with less than 10 employees were likely to
have a training budget, but this figure rose considerably to 25.3% for those with between 10
and 100 employees, and increased still further to 88.9% for companies with more than 100
employees.
“I think the training should be proportional and beneficial to the business so we have to
match what we put in to what we get out. Obviously every pound spent must have an effect at
the other end for example, an increment in sales or growth in business.”
Employer – Retail Automotive Sector
“The fact I can plan for the future means it’s less reactive. I think what tends to happen
otherwise is you allocate resources to immediate needs rather than looking at what the future
needs of the business are.”
Employer – Retail Automotive Sector
In general there was at least an element of flexibility in the budgets. It was felt that such
flexibility was necessary in that it was only possible to plan ahead to a certain extent and that
unforeseen costs could crop up over the course of the year.
A number of companies did not have a formal training budget. In one case it was felt that
training was needs driven as there were so many different levels in the company and it was
too big to be able to plan funding for training company wide effectively.
7.6.3
Individual Training Plans
Companies involved in the qualitative consultation which did not have training plans for
individual employees felt that it would not be feasible for the majority of their staff, with the
exception of those in management occupations. One company, which identified that the
majority of their training was technical, introduced new training blocks to bring all staff up to
date together rather than on an individual basis. Another employer in the fast fit industry felt
that in their case, the idea of being so specific with employee training would be a poor use of
time and money as staff turnover was so high.
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According to the quantitative survey 12.7% of employers maintained training plans for
employees. As might be expected, companies with less than 10 employees were
considerably less likely to have such plans (6.9%).
“Each employee would not have an individual training plan. One of the big problems we have
is that we’ll do skills analysis when the individual first comes to us and we’ll start working on
what’s been established that we need to provide training on, then the individual will leave so it
is not cost effective.”
Employer – Retail Automotive Sector
Most companies though did have individual training plans, which in the main were part of their
annual appraisal or review. Performance for the previous year was reviewed; competencies
were analysed to help identify gaps and training was planned accordingly. In all cases these
plans were created by site or line managers in conjunction with the employee.
“Employees have an appraisal annually, where requirements are raised; they get passed to
me and logged, it is up to the individual to get the training they need as per appraisal.”
Employer – Retail Automotive Sector
“As part of the appraisal process you would get competency analysis. Training needs would
be identified against that on an ongoing basis. There are formal annual reviews as well.”
Employer – Retail Automotive Sector
7.7
Identifying Training Needs: Employers
7.7.1
Employees most likely to receive training
Employers felt that the groups most likely to receive training within their organisations
depended heavily on the type of business they were. Workshops and manufacturers were
more likely to provide technical training whereas dealerships were more likely to provide sales
training. Sales training was also currently seen as a priority because of the FSA financial
award which has become a legal requirement for all salesmen. The general consensus was
that the business would provide whatever would be most likely to improve site performance.
This was carried through into the quantitative survey; since the majority of the businesses
focused on technical services of one type or another, it is perhaps not surprising that over half
of those questioned provided more than 80% of their training for employees in workshop
occupations, rising to more than three quarters for small businesses with less than 10
employees.
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What is perhaps more significant is that while the qualitative survey indicated a widespread
awareness of the need for non-technical training among leading figures and businesses,
75.2% of all businesses questioned in the qualitative survey provided no sales training, 64.4%
provided no administrative training, and 61.4% provided no management training. As might
be expected, these figures were again considerably higher for small companies with less than
10 employees. For example, nearly nine out of ten (89.6%) of these small companies
provided no sales training.
“Sales occupations get the most training at the minute. They need the FSA which is a
financial award, and as it’s a legal requirement to sell cars, it has been a priority.”
Employer – Retail Automotive Sector
“Technicians receive most training however getting people on soft skills courses is difficult.
Technicians recognise they have to have the skills and it is worth investing in their skills to
increase productivity in the workshop.”
Employer – Retail Automotive Sector
In terms of which employees were most likely to benefit from training, employers identified
that there could be resistance to training amongst some of their employees, particularly the
older employees. In addition older employees had on occasions felt resentment towards
younger employees participating in training for fear that they may ‘overtake’ other more
experienced staff. Employees suggested that it was important therefore that training had a
specific purpose and training days could potentially be built into contracts of employment to
highlight its importance. 27
7.7.2
Determining the type of training to be delivered
The person responsible for determining the training action to be taken differed depending on
the size of the company. Within smaller, one site companies it could be the owner, whereas in
mid to large sized companies it was generally down to the branch, site or line manager. If a
company had a training or human resources department it was felt that they worked in
conjunction with site managers and company directors to determine what action to take. In
the main, it was felt that companies did not really rely on one person but on good
communication throughout the chain of command.
“It could be at the sales director or after sales director level, or if a car manufacturer has its
own training department it may be someone who fronts the training department.”
Employer – Retail Automotive Sector
27
Automotive Skills Focus Group November Edinburgh
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“That will vary according to the individual’s position. It splits down into time at the sharp end,
and then we’ve got the call centre and all the minority departments. The head of each
department decides where they want the effort to go.”
Employer – Retail Automotive Sector
In some cases it was mentioned that suppliers determined levels of training through the
provision of product specific training. From a sales and management point of view this was
minimal but was quite a large element in technical training. In some cases the company
worked with the supplier to design the best training course while in others the supplier
dictated this.
The quantitative survey gave a more detailed picture of the popularity of some methods of
identifying training needs amongst employers; 27.3% monitored individual performance,
18.2% used informal staff appraisals and 16.6% used formal staff appraisals. Less frequently
used were external evaluations and / or market research, which together were used by only
10.7% of employers, or customer satisfaction surveys, used by 10.2%. Of the 29.4% of UK
retail automotive companies who used a method not initially suggested on the survey to
identify training needs, 40% (11.8% of the total) applied training based primarily on the
introduction of new products and technologies. In total, 88.2% of employers were able to
describe their strategy to identify training needs, indicating widespread awareness of the
potential need for training.
Some employers felt it was confusing as to who was responsible for providing training and
also reported feelings of frustration in trying to locate courses. There was felt to be a need for
one central information point and a recognisable approval system for training establishments
in order for employers to make an informed choice when choosing a training provider.
28
“Who is responsible for training and education? Too many organisations are attempting to
provide the same but different information.”
Employer – Retail Automotive Sector
“It takes far too long to find training courses. There is no central information available and no
recognisable approval system.”
Employer – Retail Automotive Sector
“Training should be approved at national level for example, course content and course
providers kite marked with an agreement from the LSC as to the funding level.”
Employer – Retail Automotive Sector
28
Automotive Skills Regional Employer Event
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7.8
Identifying Training Demands: Training Providers
There were different methods that training providers used to establish the level of demand for
automotive training, these included; examining labour market information and relevant trends
from Learning and Skills Councils and Regional Development Agencies in England, speaking
to people within the industry, obtaining feedback from schools and even conducting their own
research. One training provider stated that there was a high level of demand for automotive
training in Northern Ireland, especially for Level 2 qualifications. As a result of this high
demand, automotive training was in the top ten most requested qualifications in Northern
Ireland.
“We tend to use information from the LSC, DTI and any other labour market information that
is useful to us.”
Training Provider – Retail Automotive Sector
“School interviews give the first indication of future demand, then interviews from new starts
and feedback from general college marketing. Schools also get feedback from employers on
what they want and what they need so we use that as well.”
Training Provider – Retail Automotive Sector
The vast majority of training providers believed that there had been an increase in demand in
automotive training in the sector, especially in areas such as work based learning, autoelectrical and general full-time training. Those training providers who believed that there had
been a decrease, or that the demand had remained stagnant, felt that this had occurred
mainly in the area of manufacturing.
“Demand is definitely increasing, especially for the auto electrical parts of the course. We
now have a new auto electrical lab with approximately 80 students enrolled on the course.
There is definitely growth in the automotive area – there are more students and more
enquiries.”
Training Provider – Retail Automotive Sector
“Demand is beginning to emerge for ‘high-end technicians’. Vehicle re-finishing on the other
hand seems to be taking a bit of dip in terms of recruitment. We’re trying to get
apprenticeships and it’s very difficult for them. I don’t know if it is a structural issue within
those particular lines of work, but I know that the recruitment is very slow.”
Training Provider – Retail Automotive Sector
7.8.1
Types of training in demand
Training providers suggested that there were numerous deficiencies across the board in
terms of the competency categories required by the automotive sector.
Several training
providers stated that deficiencies were evident in management and leadership skills and in
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basic skills, with suggestions that this was due to a lack of funding at managerial level and
attracting less academically able people into the sector with poor literacy and numeracy skills.
“There are probably deficiencies in training for management and leadership but it depends on
whether of not there is a demand for it. A lot of employers have set up their own businesses
from nothing and they tend not to look further to see the benefit that management training
would have on their company.”
Training Provider – Retail Automotive Sector
“Schooling is failing young people as leavers don’t have the appropriate levels of Maths,
Science and English.”
Training Provider – Retail Automotive Sector
7.8.2
Levels of training in demand
Overall, training providers believed that automotive employers tended to look for training that
was primarily cost effective and caused as little disruption as possible to their business as
they did not want to lose an employee for a long period of time from the business. In terms of
the levels of training demanded, the consensus was that Level 3 was the most frequently
required.
“I think they are looking for something that is easy to deliver, minimises bureaucracy and the
amount of time employees are out of the workplace.”
Training Provider – Retail Automotive Sector
“When we are talking about apprentices there are various things that employers look for, such
as having as little disruption as possible. They want training that is immediately going to
impact on the bottom line. So, for example, in terms of business improvement techniques we
will send an engineer in and he’ll make some recommendations prior to the training course.”
Training Provider – Retail Automotive Sector
“Demand for Level 3 provision is the norm. Auto electric and diagnostics will require Level 4
as they become more complex. In terms of day versus block release, there is evidence for
both, some prefer block, some prefer day.”
Training Provider – Retail Automotive Sector
Providers within Centres of Vocational Excellence (CoVEs) felt that there was a significant
demand from employers for apprentices and the apprenticeship programme. Apprenticeships
had worked successfully when partnerships and networking had taken place to support the
delivery, as had been developed amongst the London based organisations on a managed
system of increased competition. 29
29
Automotive Skills CoVE Meeting November 2005
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Most training providers felt the qualifications that were available met the needs of the
automotive sector. However, there was general agreement that there was a need for
qualifications to be more flexible, specifically in terms of developing pre-16 qualifications.
There was a perception that the number of technical skills courses currently available was
adequate and that additional training provision would be more beneficial in other areas.
However, it was noted that due to the fast moving nature of the technological side of the
sector, there was a need to update qualifications at a quicker rate than was currently possible
so they could in turn update the content of their courses. The CoVEs agreed that many
aspects of the current syllabus had become obsolete and that more courses in customer
services, sales and management were needed. 30
“To be honest qualifications can not keep up with the technology. We should have a system
where qualifications can be adapted and changed quicker, to match advances in industrial
developments.”
Training Provider – Retail Automotive Sector
“There needs to be more courses for pre-16 year olds. These are a mile away from where
they need to be. I’d suggest at 14 kids have a less of a view of what they want to do than
when they are 16, so to put them on a specific course at this age is wrong. They should be
offered a more holistic view of the industry, including everything. A more generic view would
give them more options. I think this should be integrated into diplomas too.”
Training Provider – Retail Automotive Sector
“I think technical qualifications are probably well supported and are fairly adequate for the
industry. I think there is a gap in the non-technical side to be honest with you. For example,
customer facing, sales consultants, service advisors and managers. I don’t think there is a
thirst for academic type qualifications in these areas.”
Training Provider – Retail Automotive Sector
7.9
Recruitment and Retention of Learners
The vast majority of training providers actively and directly promoted the automotive sector
and the training that they offered to pre-16’s in schools. Only one training provider indirectly
promoted their courses to schools through sending literature and other information to further
education colleges who had direct links with schools. Common methods of direct promotion
included leaflets, exhibitions, taster days, open days, news letters and visiting schools.
30
Automotive Skills CoVE Meeting November 2005
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“I go out and visit schools and talk to interested students and their parents and teachers.
Obviously for the young apprenticeship scheme that’s vital because we have to get the right
calibre of students from age 14 to come in to college. You can’t beat the face-to-face
engagement, because you can answer any questions immediately.”
Training Provider – Retail Automotive Sector
“We have open evenings here during the year, we run tours of the site to show what we do,
we have taster days. We visit the schools but they are reluctant as they think we will poach
their sixth formers. We also go to Connexions and careers evenings.”
Training Provider – Retail Automotive Sector
“We have a recruitment team, and we market on behalf of the manufacturers in our cluster as
we recruit the learners from school. As part of that we spend about £1.5m a year on
recruitment services, and clearly part of that is going to schools, job fairs, all of those sorts of
things, clearly with a view to recruiting learners but there is a large element within that of
promoting the industry as well as promoting our business.”
Training Provider – Retail Automotive Sector
It was widely believed that automotive training providers faced numerous difficulties when
promoting the sector to young people.
The most common problem faced was the
misconception of the lack of career opportunities in the sector by both parents and teachers,
as the majority still held the stereotype that mechanics were ‘grease monkeys’. It was also
agreed that some schools treated automotive training as a ‘dumping ground’ for the less
academically able students. In addition, it was suggested that some head-teachers feared
that their sixth form students would be attracted into vocational professions and were
therefore reluctant to suggest these careers to them.
Raising awareness of the sector in schools was seen by the providers as a necessity as the
image portrayed by teachers and parents was seen as being very negative. In particular it
was thought teachers and parents actively encouraged the academic route and regarded the
apprenticeship route as second rate. 31
“I think the big problem is that they’re not aware of the range of opportunities within the
vocational areas. I still think schools are very poor in getting over to the kids what actually
can be done within a certain set of skills within the sector.”
Training Provider – Retail Automotive Sector
“For parents, their first impression when you talk about automotive is working in some oily,
dirty back street garage. I do think there’s a poor image yes. It is changing but slowly.”
Training Provider – Retail Automotive Sector
“Schools think we are out to poach their sixth formers.”
31
Automotive Skills CoVE Meeting November 2005
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Training Provider – Retail Automotive Sector
Although numerous training providers did promote training to adults, several problems were
highlighted including great difficulty in delivering relevant qualifications in a timeframe which
was suitable for adult learners. There was also a difficulty in encouraging employers and
adults to participate in training due to the lack of funding in this area.
“We do market our courses to adults but it’s difficult now with the funding. A lot of adults don’t
want the qualification, they just want the social side, they want the practical skills for their own
requirements, even if it’s just mending their own car at home, rather than moving into a
different industry from what they’re doing now.”
Training Provider – Retail Automotive Sector
Although training providers stated that they did not experience many problems when
promoting to adults overall, difficulties were faced with specific groups, in particular the severe
lack of funding for over 25’s.
“The bigger issue is the demand cycles. You may have someone who is 28 or 30 years who
says ‘I want to be a motor technician’, the demand’s there, but the funding isn’t because
funding with adult apprenticeships is still being worked through, and to a large degree is nonexistent at the moment.”
Training Provider – Retail Automotive Sector
In order for employers to become aware of the training that was available, training providers
tended to send out useful information and literature, circulate newsletters, hold conferences
and continually visit employers, especially new ones entering the sector.
“We have a fairly active business development team who go out talking to as many people in
the industry as possible and aim to gauge what their needs are and to see where we can fit
the gaps that we identify.”
Training Provider – Retail Automotive Sector
“We market them, we have a sales and marketing department. Also we are owned by the
retail and motor industry federation so we have those links and also through Connexions
services.”
Training Provider – Retail Automotive Sector
7.9.1
The quality of recruits
Although a few training providers did not encounter difficulties with the quality of recruits, it
was widely agreed that quality was a major issue. Training providers were of the opinion that
the school educational system was not equipping young people with the skills required, as
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evidenced by the lack of basic skills, and that this was a serious issue which needed to be
addressed. Indeed, one provider stated that amongst one year group almost 50% of learners
required additional basic skills support.
“We are doing the job that the schools should be doing. Students are at the D-E GCSE level
in terms of ability and we have to quickly raise the standard to enable them to cope with the
demands of the courses on which they are enrolled.”
Training Provider – Retail Automotive Sector
“A high proportion of 16 year olds that come out of school require significant basic literacy and
numeracy support.”
Training Provider – Retail Automotive Sector
Employers also acknowledged the difficulty in recruiting new, high calibre entrants into the
sector and also felt that the school educational system was at fault as they felt there had been
too much emphasis placed upon the importance of gaining IT skills, meaning school leavers
often perceived automotive qualifications as second rate to gaining IT qualifications.
Therefore the quality of the entrants starting the courses was often poor as automotive
qualifications were often perceived as the ‘last chance option’ for young people about to leave
education.
32
There was also felt to be a lack of understanding amongst careers advisors about the sector
therefore resulting in poor advice and confusion amongst school leavers about where to go to
find out information about career opportunities in the retail automotive sector. 33
“The sector is not promoted in a positive light by careers advisors who have little awareness
of career prospects in the industry and therefore do not promote it in a positive manner to
young people when they are looking to start a career path.”
Employer – Retail Automotive Sector
“Young people are not briefed on the sector or the opportunities available and there is a lack
of understanding with regard to who should be approached for advice about apprenticeships.
Is it the employer, the provider, the LSC or Connexions?”
Employer – Retail Automotive Sector
7.9.2
Collaboration between providers
The majority of training providers surveyed collaborated with each other and with
manufacturers who were looking to access training. However, the extent of co-operation
varied, and where providers were in direct competition, the relationship was perceived to be
unstable as a result of a lack of trust from both parties. This was felt to be damaging to the
32
Automotive Skills Focus Group November Edinburgh
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overall image of the sector, and it may prevent suitable referrals being made between
providers. Where collaboration did take place, it was often to take advantage of the specific
skills sets and/or resources of other providers.
“One area where we look for collaboration is e-learning because internally we don’t have the
technical expertise to develop or implement IT systems. We are experts in our subject matter
so we don’t seek to collaborate to develop that aspect of our provision.”
Training Provider – Retail Automotive Sector
33
Automotive Skills Regional Employer Event
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7.9.3
Changes in sector training composition
It was widely agreed amongst training providers that there would be a reduction in the number
of providers in the next five to ten years due to the increasing competition and it was felt that
this needed to be reviewed in terms of the impact on the recruitment and retention of learners.
It was also anticipated that technological improvements would have a significant impact on
provision, with vehicle services and repairs becoming less frequent and more complex in
terms of the levels of technical expertise required.
“I would expect to see a continuation of the centralisation of manufacturer training within
Europe, with provision being rationalised to a smaller number of ‘special cell’ training centres.”
Training Provider – Retail Automotive Sector
“As vehicles become more reliable service intervals will become less frequent. Consequently,
there will be a reduced demand for technicians trained to conduct repairs on newer vehicles.
Older vehicles will still require more frequent services but with a reduction in prices their
numbers on the road looks set to decline.”
Training Provider – Retail Automotive Sector
7.10
Employer Engagement
Numerous barriers were faced by providers in trying to engage a wide range of employers.
The main difficulties surrounded a lack of employer enthusiasm to send recruits on training
programmes, their desire for training to be completed within a short space of time, and a fear
by employers that training would increase the chance of their employees being ‘poached’ by
other companies. As a result, some employers will seek to have exclusivity or dedicated
provision, placing further demands on provider resources.
“Employers are extremely territorial and protective of their staff. At one time we provided
training for DAF and MAN ERF, who had 25% and 4% of the European market respectively.
However, we had to stop offering services to the latter to retain the custom of the former.
Similarly, Porsche nearly pulled out of the training after they saw a Daewoo car in the college
garage.”
Training Provider – Retail Automotive Sector
7.10.1 Employer involvement in the design of training / courses
Several training providers actively sought and facilitated employer input into the design of the
automotive training courses they offered. Employers were involved in different aspects of the
process and to varying degrees, with consultation ranging from feedback on previous
experiences to focus groups establishing training needs. A small number of providers actually
tailored their courses to the specific needs of the employer. However, there were limitations
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due to the rigidness of certain courses and qualifications. In addition, it tended to be only the
larger employers who had a significant influence on course design.
“DAF, Porsche, Nationwide, Royal Mail, BT, the military (etc.) all get involved and influence
the design of our courses. We welcome the advice and guidance they offer and even invite
them to teach some aspects of the training.”
Training Provider – Retail Automotive Sector
“We deliver a framework that is predetermined. However, wherever possible we allow
employers to select from a range of optional units to ensure that the training best meets their
needs.”
Training Provider – Retail Automotive Sector
“When working with a large employer it is possible to work collaboratively to design bespoke
programmes which meet all of their specific needs because of the numbers of trainees
involved.”
Training Provider – Retail Automotive Sector
7.11
Internal and External Training
As can be seen from the table below, the quantitative survey indicated that workshop training
was by far the most frequently carried out type of training provided by employers in the retail
automotive sector and was most likely to be carried out in-house (84.6%) without external
accreditation. There were no forms of training where the share of externally accredited
training exceeded 50%.
Figure 124.
Split of Internal / External training within the automotive sector.
Was training internally or externally accredited?
Management
Sales
Workshop
Administrative
Internally
65.5%
60.0%
86.4%
66.7%
Externally
41.4%
35.0%
16.7%
45.9%
Source: Ci Research 2006 Automotive Employer Quantitative Survey
7.11.1 Use of internal training schemes
Of the companies who participated in the depth qualitative consultation, those which met all of
their training requirements internally did so in company owned centres which were staffed by
individuals with considerable knowledge and understanding of the needs of the employer. The
characteristics of the training varied, most notably in the format of delivery, which was either
in a block or day release format depending upon the geographic dispersal of branches and
the needs of the business.
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“We have four regional training centres; we delivered 18,000 training days in our off site
training facilities last year and generally we have 28 people on each course, for each of these
days and we get close to an 80% turn out.”
Employer – Retail Automotive Sector
Amongst employers who met their training needs internally there was a belief, in some cases,
that traditional ‘external courses’ did not equip young people with the skills and competencies
they claimed to contain, whereas by meeting all training needs internally an organisation
could have full control over quality and outputs.
In contrast, the quantitative survey highlighted inconvenience (cited by 50.0%) and cost
(35.0%) as the major reasons for internal provision. Poor quality of external provision was
only cited by 5.0% of respondents. However, 27.5% believed that internal provision enabled
them to better ensure quality, indicating at least a lack of confidence in the quality of external
provision.
7.11.2 Use of external training schemes
The companies who met all of their training requirements externally determined which
provider to use on an individual case basis; identifying the training requirements and then
selecting the provider who could best meet those needs.
The type of training providers utilised varied according to the type of training which was
required; technical training was provided by specialists (such as Robert Bosch, London),
while general skills (such as customer service and health and safety) and other specific
learning (such as law) was provided by local private training providers, Further Education
colleges or Centres of Vocational Excellence (CoVE) where available. In terms of delivery,
much of the training was delivered in the evening so that daytime operations were not
affected.
Two primary reasons for providing training externally were identified; the first being
contractual (i.e. an obligation to send employees on manufacturers training courses) and the
second being operational, due to the belief that internal provision was distracting for the
individuals involved and other employees and that external provision assisted focus and
resulted in increased outputs.
The quantitative survey suggests that a lack of internal capability to deliver appropriate
training is a major driver of external training uptake (35%), as is a belief that external trainers
might be able to provide higher quality than internal provision (23%). Again, this reflects the
higher level of participation of small companies with limited training capabilities in the
quantitative survey.
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“It’s better to get people offsite and away from internal distractions to help ensure that they
give their full attention to what they are being taught.”
Employer – Retail Automotive Sector
7.11.3 Employers using a combination of internal and external provision
In the main, those employers who combined internal and external delivery of their training had
proportionately more of their training delivered internally, though some companies reported an
equal split. None of the companies using a combination of delivery methods believed they
delivered more training externally than internally.
Employers using a combination of training routes met a wide variety of their training
requirements internally, including technical and management training. Types of training which
were met by external providers included Health and Safety, ICT, ‘soft skills’, after-sales,
finance and law compliance training. Employer size appeared to have little bearing on the
types of training provided internally, with the method adopted reflecting the specific
requirements of the individual organisation.
In contrast, the size of the employer did impact on the characteristics of internal delivery, with
larger employers tending to deliver training at company owned sites. Where possible these
were spaced evenly throughout the country to reduce the distances that employees had to
travel. In some cases internal provision was delivered in conjunction with external suppliers,
such as CoVEs, though in general the trainers were specialists from within the company.
Training was delivered via a mixture of day and block release.
“We are seeking to establish regional academies to reflect the geographic dispersal of the
company, whilst ensuring that all employees receive the same level of training.”
Employer – Retail Automotive Sector
Small to medium sized companies tended to do the vast majority of their internal training
onsite, mainly in the workshop, although there were instances of companies using online and
video tools to supplement the learning process.
Amongst the employers consulted, workshop training was delivered by management or
experienced staff and also included mentoring. It was noted that smaller employers often
struggled to allocate dedicated members of staff to manage training activity and as such,
responsibility was frequently devolved to a number of individuals within these organisations.
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“It is a mixture really, training could be delivered on the workshop floor, but it could also be
done via the computer with on-line training or even through watching a video.”
Employer – Retail Automotive Sector
Two primary factors were identified which influenced the employer decision to deliver training
internally, the first being cost. Whilst internal delivery was by no means cheap, it was found to
be less expensive than external provision, with additional savings being made on indirect
costs (i.e. travel, overnight accommodation etc.). The second reason was the ability to tailor
the training to the exact needs of the business. Employers were of the opinion that some
types of training required an in-depth knowledge of the business and therefore could not be
undertaken externally.
“External training can be very expensive. In addition to the cost of training itself you have to
meet the additional costs of travel, subsistence, accommodation and in some cases cover.”
Employer – Retail Automotive Sector
“Some training requires specific knowledge of the business. It would be very difficult to get
the same results from generic training providers.”
Employer – Retail Automotive Sector
Similarly, one employer believed that technical training was something which was difficult to
deliver externally because the amount of equipment required would be cost prohibitive.
“External provision of some forms of technical training can be difficult. It would be expensive
for providers to purchase some of the machinery and components (i.e. engines and
gearboxes), or for us to transport it to them. In contrast, other forms of training (i.e.
management training) can be done anywhere.”
Employer – Retail Automotive Sector
External training was provided mainly for financial training (as qualified accountants were
necessary), employment law and other legalities and some technical training. There appeared
to be a difference in the types of technical training provided externally as opposed to that
delivered internally. External technical training was mainly used to update staff with specialist
and new skills which could not necessarily be offered internally. Some elements of
management training were also delivered externally.
7.11.4 External provider selection processes
A number of factors influenced which external training suppliers were chosen and, in some
instances, the decision over whether training needs were met externally at all. Employers
were of the opinion that the choice of external providers was limited. Within this, there was
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apprehension in using the services of some providers, including CoVEs, because of a belief
that they did not fully understand the needs of employers.
“In our sector external provision is limited. There are not many options to choose from.”
Employer – Retail Automotive Sector
“We are trying to find an expert to offer key skills training, it isn’t proving as simple as we
expected!”
Employer – Retail Automotive Sector
The quantitative survey highlighted the wide variety of factors considered when sourcing
external provision. While the simple availability of appropriate courses was the most important
factor, cited by 51.9%, the next most critical factors were the convenient location of the
provider (42.3%) and the quality of their equipment and facilities (40.4%). This suggests that
while quality of provision is critical, convenient local availability of that provision across the
country is still important. Among the other major considerations were cost, specialist staff
provision, and the time requirements of the courses.
Industry experience was perceived as hugely important for employers, as was the need for
the provider to ensure quality, offer flexibility in terms of delivery and have the capacity to
meet demand when required. There was an impression that external suppliers were inflexible
in this regard. Ironically, employers found that if a supplier did have the time to meet their
needs they were generally not of the required quality, whereas good quality providers were
booked up and were therefore unable to meet the training requirements. In certain instances
employers had ongoing relationships with specific training providers or had an approved list of
providers to approach and this was seen as the preferred route for sourcing external training.
“We’ve had ongoing relationships with a number of organisations for many, many years so
we know the quality that they deliver and they know our business and can develop training
which enables us to improve.”
Employer – Retail Automotive Sector
Employers expressed a concern about the level of quality of the technical skills training being
taught in colleges with employers commenting that employees returned from these training
courses at the same competency level as prior to completing the training. Many employers
felt that such training which had been carried out by colleges was a poor substitute for on-thejob learning. This in turn had encouraged employers to carry out training in house. However,
in response to this, it had been noted by some employers that training providers (particularly
in Wales) were responding to such demands and were trying to deliver training in new
facilities with an employer focused approach.
Assessment of Current Provision (UK)
34
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July 2006
“The learning is no replacement for experience and although staff had been accredited as
master technicians they were hopeless in the workplace.”
Employer – Retail Automotive Sector
Overall, it was apparent that employers adopted a value for money approach, assessing the
cost of training against anticipated benefits and then, subsequently, the value and cost of
internal versus external provision.
“We would look at the skill requirement and weigh up the pros and cons of each training
provider, both in terms of the overall product and cost. We also take into consideration
whether the same outcome could be achieved in-house.”
Employer – Retail Automotive Sector
There was a perception that in some cases complimentary training was offered initially to gain
business but that nothing materialised in terms of delivery. It was felt that the underlying
reason for this was cost, as offering the training was no longer cost effective for the suppliers.
An example given was exhaust manufacturers where training was previously complimentary
but now came at an additional cost.
The main appeal of external providers was their expertise (which in many cases, in both large
and small companies, was felt not to be available in-house) and the broad spectrum of
knowledge they possessed regarding training developments within the sector. The main
factors that training providers felt strongly influenced employers when determining what
training to use were cost, reputation, quality and facilities.
“The site we operate from is what makes us attractive to employers, as does our extensive
library and dedicated learning support team. The quality of service is key.”
Training Provider – Retail Automotive Sector
34
CI Research SSA Pre Work Regional Focus Groups May-June 2005
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8 Quality of Provision
8.1
ƒ
Key Messages and Issues
In general, colleges and training providers in all regions of the UK could be said to have
performed well; no inspectorates highlighted severe problems across the sector.
ƒ
Figures are not comparable between nations due to differing assessment and reporting
techniques.
ƒ
Frequently, sufficient data was not available to assess automotive provision as opposed to the
standard of the whole institution.
ƒ
The most commonly reported shortcoming in training provision across all four UK nations was
internal Quality Assurance.
ƒ
The effects of training were monitored by 60% of UK retail automotive sector employers
offering training to their employees.
ƒ
Employers used a wide variety of methods to assess the effectiveness of training.
ƒ
94.4% of UK employers who provided training for their employees were satisfied with its
impact on the business. Only 5% considered that it had no impact on their overall business
productivity.
ƒ
Most providers conducted self-assessments in addition to the official inspections,
concentrating particularly on quality, value for money and achievement rates. There was
disagreement on what level targets for learner achievement and retention should be set at.
8.2
Introduction
This section offers an assessment of the quality of training provision in each of the four home
countries (England, Northern Ireland, Scotland and Wales), drawing on data from
assessments undertaken by the relevant inspectorate bodies.
This data is supported by primary evidence from the depth qualitative consultations with
employers and training providers and from the large scale quantitative survey with employers.
It is important to note that comparative analysis is restricted by the different inspection
methodology and reporting approaches used in each of the four home countries and by the
fact that not all public sector training providers servicing the sector have had recent
inspections.
8.3
England
In England inspection reports from Ofsted and the Adult Learning Inspectorate (ALI) have
been used to provide an assessment of the quality of training provision for the retail
Assessment of Current Provision (UK)
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July 2006
automotive sector. It is important to note that automotive provision is often contained within
engineering departments and therefore the grade awarded will be for provision as a whole.
Where more detailed data is available it has been used.
8.3.1
Ofsted Inspection Reports
Using data from the available inspection reports of providers of automotive courses in
England supplied by the LSC, the figure below illustrates the average retention and pass
rates by subject area, where it is apparent that the total average retention was 76.1% and the
total average pass rate was 76.5%.
Examining the average retention rates in more detail, it is evident that courses in Motorcycle
Maintenance / Repair had the highest rate with 81.5%, followed by Vehicle Maintenance /
Repair / Servicing (76.9%), and Vehicle Body Maintenance / Repair (76.3%). In terms of pass
rates it was evident that Motorcycle Maintenance / Repair courses had the highest pass rate
with 84.7%, followed by Vehicle Maintenance / Repair (78.8%) and Vehicle Maintenance /
Repair / Servicing (78.1%).
Figure 125.
Average retention rates and pass rates by subject area
Subject Area
Motorcycle Maintenance / Repair
Vehicle Body Maintenance / Repair
Vehicle Electrical / Electronic Systems
Vehicle Maintenance / Repair
Vehicle Maintenance / Repair / Servicing
Vehicle Wheel and Tyre Fitting
Total Average Retention %
Average Retention %
81.5
76.3
75.2
74.5
76.9
74.3
76.1
Average Pass Rate %
84.7
77.8
70.6
78.8
78.1
54.0
76.5
Source: Ofsted Inspection Reports
Just under half of the Engineering / Motor Vehicle Departments were awarded with a
Satisfactory Grade (48.1%), while only 2.3% of providers were awarded with an Outstanding
Grade. 12.4% of providers (16) were graded as having Unsatisfactory Engineering / Motor
Vehicle Departments.
Figure 126.
Overall inspection grade for Engineering / Motor Vehicle Departments
Overall Grade
1 Outstanding
2 Good
3 Satisfactory
4 Unsatisfactory
Total
Number of Providers
3
48
62
16
129
Percentage
2.3%
37.2%
48.1%
12.4%
100%
Source: Ofsted Inspection Reports
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There were significant regional differences in performance. FE college Engineering / Motor
Vehicle departments in the North West, North East and East Midlands had an average rating
of 2.3, meaning that departments in these areas were slightly more likely to be rated Good
than Satisfactory. However, in the South East and London performance was significantly
worse; here the average ratings were 3.1 and 3.0 respectively, with eight departments rated
as unsatisfactory outweighing the five rated as good. Overall, a trend can be seen of higher
quality provision in the northern regions of England than in the southern regions.
Figure 127.
Overall inspection grade for Engineering / Motor Vehicle Departments in each
region
Grade
Region
East Midlands
East of England
London
North East
North West
South East
South West
West Midlands
Yorkshire and the
Humber
Total (England)
Base
Size
1
Outstanding
2
Good
3
Satisfactory
4
Unsatisfactory
11
15
11
6
21
21
13
20
11
0
0
0
0
2
0
1
0
0
8
4
3
4
12
2
4
10
1
3
8
5
2
6
14
6
8
10
0
3
3
0
1
5
2
2
0
Average
Grade
2.3
2.9
3.0
2.3
2.3
3.1
2.7
2.6
2.9
129
3
48
62
16
2.7
Sources: Ofsted Inspection Reports, LSC Data for college locations
8.3.2
Adult Learning Inspectorate (ALI) Reports
The data below illustrates the overall inspection grade for providers of Engineering,
Technology and Manufacturing work based learning. It is important to note that although
automotive provision is included in this category, the grades are for whole departments which
may also offer non-automotive courses.
Within a total of 305 relevant providers of work based learning courses, 42.6% (130) were
awarded an Inspection Grade of 3, and 28.2% awarded with Grade 2. Only 3.3% of providers
(10) were awarded the highest inspection grade; Grade 1. The average grade was 2.9.
Figure 128.
Overall inspection grades for Engineering, Technology and Manufacturing work
based learning
Inspection Grade
1
2
3
4
5
Engineering, Technology and Manufacturing
Percentage
No. of Providers
10
3.3%
86
28.2%
130
42.6%
72
23.6%
7
2.3%
Total
305
100.0%
Source: ALI Inspection Reports, http://www.ali.gov.uk/Inspection/Inspection+statistics/
Assessment of Current Provision (UK)
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July 2006
Examination of the detail of the inspections revealed that for the same group of training
providers, performance was on average strongest in Equal Opportunities and weakest in
Quality Assurance.
Although the difference in average grade between Leadership & Management and Equal
Opportunities appears very small, it conceals the fact that performance in Equal Opportunities
is much more consistent across the board. Only 26.9% of providers were judged at grade 4 or
lower on this issue, compared with 40.0% for Leadership and Management and 53.7% for
Quality Assurance, indicating considerable room for improvement in these areas.
Figure 129.
Detailed Inspection grades for Engineering, Technology and Manufacturing work
based learning
Inspection Grade
1
2
3
4
5
Total
Average Grade
Leadership & management
No.
%
5
1.6%
67
22.0%
111
36.4%
105
34.4%
17
5.6%
305
100%
3.2
Equal Opportunities
No.
%
7
2.3%
48
15.7%
160
52.5%
81
26.6%
9
3.0%
305
100%
3.1
Quality Assurance
No.
%
2
0.7%
34
11.1%
105
34.4%
145
47.5%
19
6.2%
305
100%
3.5
Source: ALI Inspection Reports, http://www.ali.gov.uk/Inspection/Inspection+statistics/
A regional analysis of the ALI data for work based learning does not reveal the same
north/south divide as found in the Ofsted Further Education college data; however, there are
some regions that perform slightly better than others. London, for example, has the lowest
level of performance in England, with establishments in the capital scoring an average of just
3.3. In contrast, establishments in the neighbouring South East region were graded on
average at 2.7, the best in the country. This, however, is not a large variation given the
relatively small base sizes, and cannot be taken to indicate any dramatic difference in the
quality of provision. It should be noted that a significant proportion of this work based learning
provision could not be attributed to any region, since it was provided via the National Office.
This included, for example, national training schemes for large multi-site companies such as
Kwik-Fit.
35
35
LSC Work Based Learning 03/04 data, Automotive Retail Sector
Assessment of Current Provision (UK)
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July 2006
Figure 130.
Inspection grades for Engineering, Technology and Manufacturing provision in
each region
Region
Base Size
East Midlands
East of England
London
North East
North West
South East
South West
West Midlands
Yorkshire and Humberside
National Office
Total (England)
24
22
18
27
58
29
32
40
33
22
305
1
1
0
0
0
1
1
2
2
1
2
10
Grade Awarded
2
3
4
9
7
7
8
7
7
4
6
7
9
13
5
16 26 13
9
17
1
8
15
7
9
19
8
6
15 10
8
5
7
86 130 72
Average
5
0
0
1
0
2
1
0
2
1
0
7
2.8
3.0
3.3
2.9
3.0
2.7
2.8
3.0
3.1
2.8
2.9
Source: ALI Inspection Reports, http://www.ali.gov.uk/Inspection/Inspection+statistics/
8.4
Northern Ireland: ETI Reports
The Education and Training Inspectorate (ETI) assesses the quality of the sixteen FE
colleges in Northern Ireland. While ETI is now introducing a numerical grading system the
data accumulated from this is not yet sufficient to enable any meaningful conclusions to be
drawn.
As a result, the tables below are based on a qualitative assessment of the inspection reports
of thirteen of the fifteen FE institutions offering Transport and Motor Vehicle courses
(2002/03) in Northern Ireland. The two FE institutions omitted had not been inspected since
2003. The overall rating is based on the content of the conclusion or main findings sections of
the inspection reports. The areas of concern are those mentioned in the same sections.
Whilst these assessments are subjective they do enable an overview of the quality of
provision in Northern Ireland to be gleaned.
The information relates to overall institutional performance as there was insufficient
information available to offer a breakdown of performance and quality by specific subject
area.
Figure 131.
Grade
Excellent
Good
Mediocre
Poor
Total
Summary of Inspection Results for FE Colleges in Northern Ireland
Overall Performance Assessment
2
8
2
1
13
Assessment of Current Provision (UK)
Percentage
15%
62%
15%
8%
100%
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July 2006
Areas of Concern Noted in Inspection Reports
Key / Essential Skills
Monitoring / Quality Assurance
Curriculum Management
Employer Links
Links with other Education Institutions
Retention / Attendance
Management / Leadership
ICT / Equipment
Poor Achievement
Teaching Quality
Workplace Training
Careers Advice
Recruitment
Staff Development
Number of Colleges
8
8
4
4
4
4
3
2
2
2
2
1
1
1
Percentage
62%
62%
31%
31%
31%
31%
23%
15%
15%
15%
15%
8%
8%
8%
Source: ETI Inspection Reports, 2003-2006, http://www.denidata.nics.gov.uk/insp/index.asp
Overall, in their last inspections, ten FE colleges (77%) in Northern Ireland achieved a ‘Good’
or ‘Excellent’ rating. Despite this high figure, it is of concern that three did not, especially
given that all of these were within 50 kilometres of Belfast.
The most commonly reported shortcomings across all FE providers, highlighted by eight
colleges each (62%), were in the provision of training in Key Skills / Essential Skills and
Monitoring / Quality Assurance activities. Problems with Teaching Quality or Workplace
Training were, however, mentioned for only two colleges each (15%).
Other significant areas of concern centred on Curriculum Management, including
responsiveness of the curriculum to demand, Links with Employers, Links with other
Education Providers, and Retention of Learners / Attendance which were mentioned in four
reports each (31%).
8.5
Scotland: HMIe Reports
Quality of FE in Scotland is measured by HM Inspectorate of Education (HMIe Scotland). To
assess each institution, they measure performance in a series of defined areas of
assessment, grading each issue as ‘Very Good’ (1), ‘Good’ (2), ‘Fair’ (3), or ‘Unsatisfactory’
(4).
The table overleaf details the general performance of twenty eight FE colleges offering
courses in Road Vehicle Engineering and / or Vehicle Maintenance / Repair (as indicated by
Scottish Funding Council enrolments).
Assessment of Current Provision (UK)
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July 2006
Figure 132.
Inspection Grades for FE Colleges in Scotland Percentages and Numbers
Quality
Improvement
Quality
Assurance
Staff
4
Unsatisfactory
Total
Resources and
Services to
Support the
Learner
3
Fair
Meaning
Major
strengths
Strengths
outweigh
weaknesses
Some
important
weaknesses
Major
weaknesses
Guidance &
Support
Educational
leadership &
Direction
Grade
1
Very Good
2
Good
No.
15
%
53.6
No.
13
%
46.4
No.
11
%
39.3
No.
7
%
25.0
No.
6
%
21.4
No.
9
%
32.1
9
32.1
12
42.9
13
46.4
20
71.4
17
60.7
15
53.6
4
14.3
3
10.7
4
14.3
1
3.6
5
17.9
4
14.3
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
28
100
28
100
28
100
28
100
28
100
28
100
Source: HMIe (Scotland Further Education Reports http://www.hmie.gov.uk/establish.asp?typ=4
Performance overall was satisfactory throughout the FE sector in Scotland, with no colleges
receiving ‘Unsatisfactory’ ratings (indicating major weaknesses) in any areas. The most
frequently achieved grade across the board was ‘Good’, indicating strengths outweighing
weaknesses, closely followed by ‘Very Good’, indicating no significant weaknesses.
Although average performances across all areas of assessment were at least ‘Good’, the best
performances overall were in Educational Leadership and Direction and Guidance and
Support, with average scores across all institutions of 1.61 {(1x15 + 2x9 + 3x4) / 28} and 1.64
respectively, between ‘Very Good’ and ‘Good’. The most consistent performance was in the
area of Staff, where only a single college was found to have some important weaknesses.
There was, however, more room for improvement in the area of Quality Assurance, which had
a slightly lower average score of 1.96.
The quality of provision in the broad category of Engineering, which would include most retail
automotive courses, had been the subject to either a full (10)
36
or short (7) 37 evaluation in
seventeen of the FE establishments offering Road Vehicle Engineering and / or Vehicle
Maintenance / Repair courses.
36
A ‘Full Evaluation’ refers to an individual subject specific report which evaluates performance on a wide range of
criteria. See Aberdeen College Motor Vehicle Inspection for an example of a ‘Full Evaluation’
(http://www.hmie.gov.uk/documents/inspection/AberdeenMotorSubject.pdf)
37
A ‘Short Evaluation’ refers to a subject specific assessment contained within the main college inspection report.
These score subject specific performance on a narrow range of criteria and identify key strengths and weaknesses.
See Kilmarnock College Inspection (http://www.hmie.gov.uk/documents/inspection/KilmarnockCollReport.pdf) for an
example of a ‘Short Evaluation’
Assessment of Current Provision (UK)
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July 2006
Different areas of assessment are used by HMIe Scotland in subject-specific analyses,
although the grading system, from ‘Very Good’ to ‘Unsatisfactory’ remains the same. The
short evaluations only focused on Teaching and Learning Processes and Learner Progress
and Outcomes, with the full evaluations encompassing nine criteria, which included the former
and excluded the latter.
Figure 133.
Inspection Grades for FE Colleges in Engineering Subjects in Scotland
Percentages
Equipment and
Materials
Staff
Teaching and
Learning Process
Assessment
Student
Achievement
Guidance and
Learner Support
Quality Assurance
and Improvement
Learner Progress
and Outcomes
4
Unsatisfactory
Accommodation
for Teaching and
3 Fair
Programme
Design
Grade
1 Very Good
2 Good
%
20.0
70.0
%
20.0
70.0
%
30.0
60.0
%
20.0
70.0
%
29.4
64.7
%
10.0
60.0
%
40.0
40.0
%
50.0
50.0
%
0.0
50.0
%
42.9
42.9
10.0
10.0
10.0
10.0
5.9
30.0
20.0
0.0
50.0
14.3
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
100
100
100
100
100
100
100
100
100
100
Meaning
Major strengths
Strengths
outweigh
weaknesses
Some
important
weaknesses
Major
weaknesses
Total
Source: HMIe (Scotland Further Education Reports http://www.hmie.gov.uk/establish.asp?typ=4
Figure 134.
Inspection Grades for FE Colleges in Engineering Subjects in Scotland Numbers
Equipment and
Materials
Staff
Teaching and Learning
Process
Assessment
Student Achievement
Guidance and Learner
Support
Quality Assurance and
Improvement
Learner Progress and
Outcomes
4 Unsatisfactory
Accommodation for
Teaching and Learning
3 Fair
Meaning
Major strengths
Strengths outweigh
weaknesses
Some important
weaknesses
Major weaknesses
Total
Programme Design
Inspection
Grade
1 Very Good
2 Good
No.
2
7
No.
2
7
No.
3
6
No.
2
7
No.
5
11
No.
1
6
No.
4
4
No.
5
5
No.
0
5
No.
3
3
1
1
1
1
1
3
2
0
5
1
0
10
0
10
0
10
0
10
0
17
0
10
0
10
0
10
0
10
0
7
Source: HMIe (Scotland Further Education Reports http://www.hmie.gov.uk/establish.asp?typ=4
Again, overall performance was acceptable, with no institutions allocated ‘Unsatisfactory’
grades for any of the areas of assessment. ‘Good’ was either the most commonly achieved or
the joint most commonly achieved grade for each area of assessment.
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The best performance was in the area of Guidance and Learner support, where 50% of all
colleges were awarded a rating of ‘Very Good’, and the remainder ‘Good’, producing an
average grade of 1.5. Achievement in some other areas was less impressive; for Quality
Assurance and Improvement and Assessment, the average grades were 2.5 and 2.2
respectively, between ‘Good’ and ‘Fair’. Quality Assurance and Improvement is of particular
concern, since in this area no colleges succeeded in gaining a ‘Very Good’ grade, while 50%
were rated ‘Fair’, a higher proportion than for any other area of assessment.
8.6
Wales: Estyn Reports
The table overleaf was produced using data from Estyn (or HM Inspectorate for Education
and Training in Wales / Arolygiaeth Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru)
inspection reports for Further Education institutions in Wales.
Of the 19 FE Colleges offering retail automotive courses in Wales, as identified by FE college
websites and the University for Industry (UfI) Database (December 2005), inspections had
been undertaken / published for 18.
Estyn inspect colleges on the basis of seven key questions seeking to determine the overall
performance of the college. Unfortunately insufficient data was available to draw separate
conclusions for engineering or automotive courses. Although the base is limited, covering only
18 colleges, some useful points can be made. As can be seen from the table, for two of the
questions, the base is only six colleges, so little information can be gained from these.
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Figure 135.
Inspection Grades for FE Colleges in Wales
Q7: How efficient are leaders
and managers in using
resources?
Total
Q6: How well do leaders and
managers evaluate and improve
quality and standards?
Grade
5
Q5: How effective are leadership
and strategic management?
Grade
4
Q4: How well are learners cared
for, guided and supported?
Grade
3
Q3: How well do learning
experiences meet the needs and
interests of learners and the
wider community?
Grade
2
Meaning
Good with
outstanding
features
Good
features and
no important
shortcomings
Good
features
outweigh
shortcomings
Some good
features but
shortcomings
in important
areas
Many
important
shortcomings
Q2: How effective are teaching,
training and assessment?
(College Score)
Q1: How well do learners
achieve? (College Score)
Grade
Grade
1
No.
1
%
16.7
No.
1
%
16.7
No.
3
%
16.7
No.
5
%
27.8
No.
2
%
11.1
No.
2
%
11.1
No.
4
%
22.2
3
50.0
3
50.0
11
61.1
8
44.4
6
33.3
4
22.2
6
33.3
2
33.3
2
33.3
3
16.7
5
27.8
9
50.0
11
61.1
7
38.9
0
0.0
0
0.0
1
5.6
0
0.0
1
5.6
1
5.6
1
5.6
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
6
100
6
100
18
100
18
100
18
100
18
100
18
100
Source: Estyn Further Education Reports
http://www.estyn.gov.uk/inspection_reports_index/further_education_institutions.asp
Overall performance of the FE sector serving the Automotive Skills footprint in Wales was
satisfactory, with few colleges receiving Grade 4 or below (indicating serious shortcomings)
for any inspection criteria. The most frequently achieved grade across the provision was
Grade 2, indicating good features and no important shortcomings, closely followed by Grade
3, indicating good features outweighing shortcomings.
The FE colleges as a whole had the best average results with regards to care, guidance and
support for learners, achieving an average of Grade 2. The colleges did less well in the area
of their own evaluation of quality and standards, achieving an average closer to Grade 3.
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8.7
Employers’ Perceptions of Quality
All employers involved in the depth qualitative survey attempted to evaluate the quality of
training and the impact it had on employees; the general rationale for this was to assess value
for money. It was recognised that training was expensive and that monitoring was necessary
in order to justify the expenditure and secure future training budgets.
However, when looking at a wider population of employers via the quantitative survey a
different picture emerged; 40% of those who provided training did not formally assess the
impact of that training on employees.
The establishments selected for in-depth qualitative consultation utilised several different
methods to capture the impact training had on their business and on their employees. In
some companies, data was taken six months before and after the training took place (such as
KPI data, sales and growth margins) to assess any short term benefit, while in other instances
mystery shopping and surveys with customers took place to help assess progress made in
customer service and soft skills.
“For each of these processes we’ve identified 5 key performance indicators. If we’re getting it
right we’ll achieve the KPI’s.”
Employer – Retail Automotive Sector
Similarly, the quantitative survey revealed that 35% of retail automotive employers who
formally monitored the impact of training assessed the performance of trainees before and
after the training had taken place, with a further 33% assessing performance solely after
training.
Where employers involved in the depth consultation assessed the quality of the training
received, this was done by evaluation forms and post training satisfaction surveys with
attendees. These methods were used to gain qualitative feedback on the usefulness of the
training, whether the objectives of the training were met, how the course was delivered and
whether it had been of any help to their everyday working life. It was noted that evaluation
forms were not particularly effective when assessing the quality of training, as the response
rate was usually low. This was perceived to be especially the case with management training
where attendees felt the process was too bureaucratic. Employers also used tactics such as
training observation and assessor monitoring to evaluate first hand the quality of training.
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“For each training session that employees attend there is an evaluation form, which is to be
filled in, as to expectations and feedback etc. It’s not always filled in by employees though
and sometimes managers do not return them either. Due to audit we have identified it has to
go in their personnel file.”
Employer – Retail Automotive Sector
There was perceived to be a degree of variation in the way different types of training were
evaluated. It was felt that technical training could not be evaluated in the same way as other
training; management, sales and soft skills training were seen as much easier to evaluate in
the short term. A specific problem was identified when evaluating technical training; it was
thought that much of this was pre-emptive training. If a new product or technique (etc.) was in
the pipeline for introduction then staff were sent on training courses 6 to 12 months in
advance of its introduction, therefore evaluating how effective it had been was impossible for
at least a year.
“It would be different certainly for technical training for the simple reason your always trying to
pre-empt changes in vehicle systems. So the chances are that they come to learn about the
latest Mercedes ECU but they may not see one for 6 to 12 months so it’s hard to measure if
it’s had a direct impact.”
Employer – Retail Automotive Sector
Employers quantified the benefits of training in a number of ways, though in general, it was
looked at from the perspective of the customer. Employers discussed customer satisfaction
as the key to the business and the aim of training in many cases was to improve this
indicator, along with measuring repeat custom and the overall customer base.
It was thought that a satisfied customer base would guarantee increased profitability; if the
employee made the customer feel valued, they would have confidence in the company which
in turn would increase profit. It was therefore felt that competency before and after was a
quantifiable measure used by employers.
“I think the key issues are staff retention and customer satisfaction, by definition they go hand
in hand. If you have competent staff, you’ll have satisfied customers.”
Employer – Retail Automotive Sector
“Clearly good training means that the employee is able to attract customers and they have
confidence that they’re able to do a good job, selling a good product and they can provide the
necessary after care.”
Employer – Retail Automotive Sector
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Analysis of the return on investment from training was undertaken by most of the employers
involved in the depth qualitative consultation. However, it was perceived as being extremely
difficult to accomplish given that there were so many different aspects to take into
consideration. Despite this, it was seen as important to justify the training expenditure and
ensure that it was providing value for money.
“There are a lot of things to take account of and it is such a complex subject to try and
assess but we do try to capture return on investment.”
Employer – Retail Automotive Sector
“We do measure return on investment but I’d have to say it is one of those areas that’s
always a bit blurred around the edges. For example, on a finance course you may see an
uplift in gross margin over a 2 month period. Is it a direct result of the training module that the
guy attended or is it just that business trends changed? I like to think that’s it’s to do with the
training but hand on heart I couldn’t say it definitely is.”
Employer – Retail Automotive Sector
Despite the difficulties outlined above in making concrete measurements of the impact of
training on a business, the quantitative survey revealed that overall 94.4% of employers who
provided training for employees were either fairly satisfied (63.3%) or very satisfied (31.1%)
with its impact on the performance of their business. This suggests that the quality of
provision is at least reasonably high. Among these employers, the most frequently expressed
reason for their satisfaction was ‘Improvements in quality of work / less wastage / customer
returns’ cited by 43.5%. In addition, 30.6% thought there had been ‘Improvements in the
knowledge of employees’ and 28.2% considered that the training had ‘Improved the
productivity of their business’.
Figure 136.
Quantitative Survey: Perceived Business Benefits of Training
What impact would you say the training
you have offered to your employees has
had on…
Productivity of Employees
Attracting and Recruiting Staff
Overall Business Productivity
Staff Retention
Large
Impact (%)
Small
Impact (%)
51.7
15.3
38.3
50.8
38.3
25.4
55.0
30.5
No
Impact
(%)
8.3
44.1
5.0
13.6
Unable to
Say (%)
1.7
15.3
1.7
5.1
Source: Ci Research Quantitative Survey
As can be seen from the table above, the most significant perceived benefits of training
among quantitative survey respondents were in the productivity of employees and staff
retention. While the majority of respondents considered training to have a ‘small’ impact on
their overall business productivity, it is also significant that only 5% of all respondents
considered that the training that they had provided had no impact at all in this area,
Assessment of Current Provision (UK)
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July 2006
suggesting a reasonable level of satisfaction with the quality of training in practical terms;
although of course this conclusion should be considered in the context of the previously
mentioned difficulties in measuring absolutely the impact of training on a business.
8.8
Provider Evaluation of Training
In order to evaluate the quality of the automotive training that was delivered, providers tended
to conduct self-assessments, sending out satisfaction forms to both employers and learners
upon the completion of training. Other basic quality assessment procedures included keeping
a track record of completion rates; with low rates being a clear indicator that programme
improvements are required. Observational activities and independent assessments of quality
(i.e. by ALI and Ofsted) were also mentioned.
“You have to implement continual self assessment and to continually ask the industry if what
is being delivered meets their needs. You can’t bury your head in the sand, it is essential to
keep up with change.”
Training Provider – Retail Automotive Sector
The main driving factors for improvement included quality, value for money and achievement
rates. There was also recognition that minimum requirements for quality were driven by
funding agencies.
“We are forced now to achieve certain floor targets in terms of retention and achievement or
our funding is cut.”
Training Provider – Retail Automotive Sector
“There would be little point of asking clients to spend money if there was no demonstrable
benefit to them. It is vital that employers are able to demonstrate positive changes.”
Training Provider – Retail Automotive Sector
Although the majority of the training providers surveyed believed that the floor targets for the
sector were set at the correct level, others thought that they were set far too low.
“Floor targets are about right, for apprenticeships there is a target to reach of 70% but this is
unrealistic. The fall out rate over the first 6 months is too high. Performance assessment
should take place after 12 to 15 weeks to give a true reflection. On long courses (2 years)
45% is probably as good as it gets, you might be lucky and get 55%.”
Training Provider – Retail Automotive Sector
“Floor targets are miles too low. Personally I think anyone who doesn’t have an achievement
rate of over 50% shouldn’t have a contract.”
Training Provider – Retail Automotive Sector
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9 Conclusions
-------------------------------------------------------------Stage 2 of the Skills Needs Assessment for the retail automotive sector has drawn on an
extensive range of existing secondary data and has utilised new information derived from
both qualitative and quantitative investigations. Whilst gaps in understanding are evident,
primarily because of the limitations of the provider and learner data available, it is clear that
the pattern of provision and its uptake is diverse and complex.
The National Employer Skills Survey (2004) identified that 10% fewer employers within the
Automotive Skills footprint provided training for employees than the average for all
occupational sectors (54% in the Automotive Skills sector versus 64% overall). This finding
has been mirrored by the quantitative survey of employers conducted for the Stage 2
assessment which also found that only 54% of employers had provided training for
employees in the past twelve months, with small companies having a much lower propensity
to offer training (41.4% of companies with 1 to 9 employees) than their larger counterparts
(94.4% of companies with over 100 employees).
At the time of the Stage 2 assessment (December, 2005) there were a total of 3,948 courses
serving the retail automotive sector. However, it was clearly evident that this was clustered
geographically, with the South of England (South West and South East) having the greatest
volume of courses and Scotland having the lowest.
Indeed, when assessed by level gaps in available qualifications were evident in six UK
nations or regions, especially in Scotland which lacked automotive provision from Level 4
onwards. Additional gaps were apparent in the East Midlands, the North West and Wales for
Entry Level qualifications, in Northern Ireland for Level 1 qualifications, and in the East of
England where there were gaps for Level 5 qualifications onwards.
In terms of course type, Vehicle Maintenance / Repair / Servicing and Vehicle Maintenance /
Repair were the dominant forms of provision in each of the UK regions and nations. However,
geographical variations have been identified, for example a higher proportion of courses
serving the retail automotive sector in Scotland focused on Vehicle Engine Repair than in
other UK regions or nations.
The structure of publicly funded training differs across the UK due to the varying regulatory
authorities and frameworks which operate in each of the four home countries. This has
impacted on the level of comparative UK analysis which has been possible in this assessment
Assessment of Current Provision (UK)
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July 2006
of provision and, on a practical level, impacts on employers who operate across national
barriers.
A number of key trends have been identified. In Northern Ireland it is evident that enrolments
on automotive related courses rose slightly between 2000 and 2004 (most recent data), with
more than three quarters of courses being undertaken on a part time basis. The vast majority
of Level 1, 2 and 3 courses being undertaken in the country were for ‘Engineering:
Automobile / Motor Vehicle’ subjects. The majority of learners on automotive courses in
Wales were undertaking full time (daytime attendance) courses. Within the country the
majority of learners (83%) studied ‘Vehicle Maintenance / Repair’ subjects.
In Scotland, Further Education enrolments have remained broadly static since 2000/01, with
most students in the 16 to 18 age group. Approximately two thirds of these learners were on
part-time courses, with Vehicle Maintenance / Repair being the most common subject
studied. In England, by far the most popular Further Education course in the automotive
sector was ‘Vehicle Maintenance / Repair’, studied by 90.9% of learners. Roughly half of all
Further Education courses were studied at Level 1, a third at Level 2 and the remainder at
Level 3. In terms of learners, 69% were age under 19 and 82% under 25, with male
enrolments being dramatically higher than female enrolments.
In terms of Higher Education, a large proportion of automotive engineering courses took place
in the West Midlands (23.9%). In contrast, there were no automotive engineering courses
available at all in Northern Ireland or the North East of England, and only 0.7% of all courses
were in Scotland. Most study was toward a first degree (59.4%), although 22.4% of students
were studying for Masters degrees, and 11.7% towards an HNC or HND.
In terms of employer uptake of training, providers argued that employers were not
enthusiastic about sending their employees on training programmes or courses and that when
they did, they were eager for such training to be completed in a short space of time. In order
to increase the perceived value of training several providers claimed to actively seek out and
facilitate employer input in order that the training is industry led.
Of the employers in the retail automotive sector who provided training for employees it was
evident that the majority currently contribute to the cost of the training that their employees
receive, with external funding usually accounting for up to 50% of training costs. Within this, it
is clear that there are both direct and indirect costs of training which employers must take into
consideration, including factors such as travel and the cost of cover. Many employers within
the sector report that training is becoming more expensive, largely because of increasing
customer demand and the pace of change of technological developments.
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In terms of the characteristics of training delivery, employers who use external training claim
that they do so because they believe that it has the capacity to increase their business
productivity and because it is the most effective method of updating their staff with regards to
specialist and new skills. However, those that train internally, claim that they do so on the
basis that it enables them to tailor training programmes and activities around their own needs.
The report assesses the training provision in each country primarily via data provided by the
education inspectorates for each of the four home countries. This has been supported by data
from the depth qualitative survey and the quantitative survey carried out specifically for the
research. Comparing quality across the UK is made difficult by the fact that the measures of
quality used are not consistent between the different inspectorates. However, it is evident
that overall provision was good across the four countries, with relatively few colleges severely
criticised. However, it is important to note that internal quality assurance was identified as a
slight weakness amongst public sector providers across the UK.
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10 Appendices
Appendix 1: Institute of the Motor Industry (IMI) Qualifications
Figure 137.
IMI national qualifications (VRQs)
Level 1
Light Vehicle
Heavy Vehicle
Motorcycle
Lift Truck
Auto Electrical
Body Repair
Refinishing
MET/Body
Level 2
Light Vehicle
Heavy Vehicle
Motorcycle
Lift Truck
Auto Electrical
Body Repair
Refinishing
MET/Body Fitting
Level 3
Light Vehicle
Heavy Vehicle
Motorcycle
Lift Truck
Auto Electrical
Body Repair
Refinishing
MET/Body Fitting
Level 4
Automotive Master Technician (Light)
Automotive Master Technician (Heavy)
Progression to:
Higher Education or Management and
Technical Qualifications
For Scotland the qualification framework is different, as follows:
Figure 138.
IMI Scottish vocational qualifications (SVQs)
Level 1
Fast Fit.
Tyre Fitter
Vehicle Valeting
Level 2
Light Vehicle
Heavy Vehicle
Motorcycle
Auto Electrical
Vehicle
Inspection
Fast Fit
Tyre Fitter
Body Repair
Refinishing
Body Fitting
Roadside
Assistance
Vehicle Parts
Operations
Vehicle Sales
Assessment of Current Provision (UK)
Level 3
Light Vehicle
Heavy Vehicle
Motorcycle
Auto Electrical
Body Repair
Refinishing
Level 4
Progression to:
Automotive Retail Management and
Technical Qualifications
Roadside
Assistance
Vehicle Parts
Operations
Vehicle Sales
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July 2006
Appendix 2: City and Guilds Automotive Qualifications
Figure 139.
City and Guilds automotive qualifications
Qualification Title
Automotive Vehicle Maintenance
Drivers hours recording equipment
Automotive Vehicle Servicing and Repair
Automotive Vehicle Servicing and Repair
Automotive Vehicle Servicing and Repair
Certificate in Advanced Automotive Diagnostic Techniques
Vehicle Fitting
Vehicle Fitting
Mechanical Fitting Plant Maintenance and Metal Machinery
Automotive Qualifications
Vehicle Maintenance and Repair
Vehicle Parts Distribution and Supply
Vehicle Parts Operations
Automotive Qualifications
Vehicle Maintenance and Repair
Vehicle Parts Operations
Maintenance and Repair of Construction Plant*
Vehicle Body Competencies
Automotive Qualifications
Motor Vehicle Engineering*
Motor Vehicle Body and Paint Operations
Motor Vehicle Roadside Assistance and Recovery
Motor Vehicle Body and Paint Operations
Motor Vehicle Roadside Assistance and Recovery
Vehicle Parts Operations
Engineering Council Examinations
Exhaust Fitting
Training Requirements for the Carriage of Dangerous Goods by
Road (ADR)
Tyre Fitting – Agricultural Tyres
Tyre Fitting – Earth Mover Tyres
Tyre Fitting – Motor Cycle Tyres
Tyre Fitting – Solid Tyres
Tyre Fitting Advanced – Car and Van Tyres
Land Based Engineering
Automotive Apprenticeships (Northern Ireland
Automotive Apprenticeships (Scotland
Automotive Apprenticeships (Wales
Level
Entry
Entry
Level 1
Level 2
Level 3
Level 4
Levels 1-2
Levels 1-2
Levels 1-2
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-3
Levels 1-4
Levels 2-3
Levels 2-3
Levels 2-3
Levels 2-3
Levels 2-3
Levels 4-5
No Level
Type of Award
Vocational
Vocational
Progression
Progression
Progression
Vocational
NVQ
SVQ
Vocational
NVQ
NVQ
NVQ
NVQ
SVQ
SVQ
SVQ
Vocational
Vocational
Vocational
IVQ
NVQ
NVQ
SVQ
SVQ
Vocational
Vocational
Vocational
No Level
No Level
No Level
No Level
No Level
No Level
Apprenticeship
Apprenticeship
Apprenticeship
Apprenticeship
Vocational
Vocational
Vocational
Vocational
Vocational
Vocational
* International Qualifications
Assessment of Current Provision (UK)
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Appendix 3: Entry Level Courses
Figure 140 illustrates that Northern Ireland had the largest number of courses available
serving the retail automotive industry in the UK at Entry Level, followed by Yorkshire and
Humberside and London which both had between eight and 18 courses. The number of
courses running in the South East fell within the three to eight course category. Scotland and
the West Midlands had between two and three Entry Level courses available, whilst the East
of England, the North East and the South West had between one and two courses running.
The North West, the East Midlands and Wales all had no courses available at Entry Level.
There were 63 retail automotive courses at Entry Level available throughout the UK in
December 2005, with Northern Ireland having the most Entry Level courses available (37
courses). The East of England, the North East and the South West, on the other hand, had
only one Entry Level course running, whilst Scotland and the West Midlands only had two
retail automotive courses.
Figure 140.
Entry level courses – retail automotive sector
Source: UfI Database, sourced December 2005
Assessment of Current Provision (UK)
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July 2006
Appendix 4: Level 1 Courses
In contrast to the previous findings, Figure 141 indicates that there were no retail automotive
courses at Level 1 available in Northern Ireland. Scotland, Wales and the North East of
England all had between one and 18 courses running at this level, with the South West of
England falling within the 18 to 26 course category. The North West and West Midlands
regions fell within the highest Level 1 category of 48 to 54 courses.
There were a total of 308 Level 1 automotive retail courses available in the UK in December
2005. Out of all of the regions and nations, the West Midlands had the highest number of
retail automotive courses at Level 1 with 54 courses. In contrast, Scotland only had one
course running at this level and Northern Ireland did not offer any courses at this level.
Figure 141.
Level 1 courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 5: Level 2 Courses
Figure 142 illustrates that Scotland, Northern Ireland and Wales all had a lower number of
courses serving the retail automotive sector at Level 2 than England. London, the East
Midlands and the North East had between 38 and 61 courses running at this level, which was
the lowest category for England. The North West and the South East regions had between
73 and 90 courses; the highest Level 2 range.
The North West of England had the highest number of Level 2 courses available with 90 retail
automotive courses on offer, followed by the South East with 73 Level 2 courses. In total
there were 577 courses available at this level in December 2005.
Figure 142.
Level 2 courses – retail automotive sector
Source: UfI Database, sourced December 2005
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July 2006
Appendix 6: Level 3 Courses
From Figure 143 it is apparent that Scotland had the lowest number of retail automotive
courses available at Level 3. Northern Ireland and the North West had the most courses
running in the UK at this level, with the South of England (the South East and South West)
following closely behind. Wales, like London, fell within the 71 to 100 course category.
There were over double the number of Level 3 courses serving the retail automotive sector
than Level 2 courses, with 1158 available at Level 3 compared to 577 at Level 2. Again, the
North West had the most Level 3 retail automotive courses running with 160 courses, with
Northern Ireland, the South East, the South West and Yorkshire and Humberside all having
over 100 courses available. Scotland only had 13 courses available in December 2005; the
lowest amount for Level 3 courses.
Figure 143.
Level 3 courses – retail automotive sector
Source: UfI Database, sourced December 2005
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July 2006
Appendix 7: Level 4 Courses
Figure 144 illustrates that every region or nation apart from Scotland offered retail automotive
courses at Level 4. The number of courses available in Northern Ireland and Wales was
relatively low in comparison to England. Again, the North West was found to have the highest
number of courses at this level, along with the South West.
There were 303 retail automotive courses available throughout the UK, with the South West
having the most courses available at this level (49 courses), followed closely by the North
West (46 courses). With five courses available, Wales had the lowest number of Level 4
qualifications in the UK.
Figure 144.
Level 4 courses – retail automotive sector
Source: UfI Database, sourced December 2005
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July 2006
Appendix 8: Level 5-8 Courses
Figure 145 demonstrates that London, Yorkshire and Humberside and Wales fall between the
range of 17 and 20 courses, which is the highest category of courses for Levels 5 to 8, with
the West Midlands following closely behind. Scotland and the East of England had no retail
automotive courses available at these levels.
There were a total of 88 automotive courses running throughout the UK at Levels 5 to 8.
Wales had the most courses available of these levels with 20 courses, followed closely
behind by London and Yorkshire and Humberside with 17 courses each. The East Midlands
and Northern Ireland both had one course each.
Figure 145.
Levels 5-8 courses – retail automotive sector
Source: UfI Database, sourced December 2005
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July 2006
Appendix 9: Bicycle Maintenance / Repair Courses
Figure 146 demonstrates that the North of England (the North West, the North East and
Yorkshire and Humberside), the East Midlands and Northern Ireland offered no courses in
Bicycle Maintenance / Repair. Wales and the South West ran between one and two courses
in this subject area, while the East of England and London offered between two and five
courses. Bicycle Maintenance / Repair courses were most available in Scotland and the
South East of England (nine to ten courses).
There were a total of 31 Bicycle Maintenance / Repair courses on offer in the UK, with the
South East offering ten courses in the subject area.
Figure 146.
Bicycle Maintenance / Repair courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 10: Motor Trade Operations Courses
Figure 147 illustrates that Scotland, Wales and the West Midlands all had between one and
six courses in Motor Trade Operations (which incorporates motor trade sales, garage sales
operations, forecourt work (garage operations), and vehicle parts/accessories sales), while
Northern Ireland fell within the category of six and seven courses. The South (the South West
and South East) and East of England had between ten and 16 Motor Trade Operations
courses available, while London offered the highest number of courses; falling within the 16 to
26 course category.
There were 91 Motor Trade Operations courses available throughout the UK, with the highest
number of courses in the subject area being offered in London where there were 26 courses
on offer. Northern Ireland had six courses available in the subject area, while Wales had four
and Scotland only had one course on offer.
Figure 147.
Motor Trade Operations courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 11: Motorcycle Maintenance / Repair Courses
Figure 148 illustrates the number of Motorcycle Maintenance / Repair courses available
across the UK. It is evident that England had the most courses available, especially in the
regions of Yorkshire and Humberside, London and the South West which had between 28
and 33 courses on offer. Wales had between 10 and 16 Motorcycle Maintenance / Repair
courses, while Northern Ireland fell into the four to ten course category and Scotland did not
have any courses available in the subject area.
There were a total of 183 Motorcycle Maintenance / Repair courses available across the UK,
with Yorkshire and Humberside having the most courses out of all of the regions and nations
with 33 courses, followed closely by the South West of England (32 courses) and London (31
courses). The North East, the East of England and Northern Ireland all had four Motorcycle
Maintenance / Repair courses available, while Scotland offered no courses in the subject
area.
Figure 148.
Motorcycle Maintenance / Repair courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 12: Vehicle Electrical / Electronic Systems Courses
Figure 149 illustrates the number of Vehicle Electrical / Electronic Systems courses on offer
throughout the UK. It is evident that the South of England (the South East and South West)
had the most courses in the subject area when compared to the rest of the UK. The number
of Vehicle Electrical / Electronic Systems courses available in Wales fell within the 27 and 30
course categories, while Scotland can be found in the lowest category offering between five
and 18 courses.
There were a total of 297 Vehicle Electrical / Electronic Systems courses across the UK, with
a greater number of courses available in the South East. The lowest level of courses in this
subject area was found in Scotland with six courses, and the East Midlands with five courses.
Figure 149.
Vehicle Electrical / Electronic Systems courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 13: Vehicle Body Maintenance / Repair Courses
Figure 150 illustrates that the North West of England and Yorkshire and Humberside had the
highest number of Vehicle Body Maintenance / Repair courses available in the UK. Scotland
and London fell within the lowest category of three to 21 courses in the subject area, while
Northern Ireland, the West Midlands, the East Midlands and the East of England all fell within
the category of 29 to 57 Vehicle Body Maintenance / Repair courses.
There were a total of 609 Vehicle Body Maintenance / Repair courses available throughout
the UK. As previously mentioned, the North West of England and Yorkshire and Humberside
had the most courses on offer in this subject area; the North West with 93 courses and
Yorkshire and Humberside with 76 courses. Scotland was found to have the least number of
courses available out of the whole of the UK, with only three Vehicle Maintenance / Repair
courses being offered.
Figure 150.
Vehicle Body Maintenance / Repair courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 14: Vehicle Engine Maintenance / Repair Courses
It is apparent from Figure 151 that the South of England (the South East and South West) had
the highest number of Vehicle Engine Maintenance / Repair courses available when
compared to the rest of the UK. Scotland, the North East, the East Midlands and Northern
Ireland, on the other hand, fell within the category of five to 17 courses; the lowest category
for the subject area.
There were a total of 317 courses available throughout the UK in Vehicle Engine Maintenance
/ Repair. The South West region offered the highest number of courses in the subject area
with 71 courses, followed closely by the South East which had 69 courses available. Northern
Ireland, however, only offered five courses in Vehicle Engine Maintenance / Repair; the
lowest number of courses provided throughout the UK.
Figure 151.
Vehicle Engine Maintenance / Repair courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 15: Vehicle Maintenance / Repair Courses
Figure 152 illustrates that the South East had the highest number of Vehicle Maintenance /
Repair courses when compared to the rest of the UK. Again Scotland was found to have the
least number of courses on offer, falling within the lowest category of 13 to 40 courses.
Northern Ireland, Yorkshire and Humberside, the East of England, the West Midlands, the
South West and London, all fell within the category of 67 to 94 courses.
There were a total of 961 Vehicle Maintenance / Repair courses available throughout the UK.
The South East region was found to have the highest number of courses in the subject area,
with 146 courses, followed by the North West which offered 119 courses. As previously
mentioned, Scotland had the least number of courses available in the subject area, providing
only 13 courses; 39 less than the geographical area with the next lowest number of courses
on offer (the East Midlands, with 52 courses on offer).
Figure 152.
Vehicle Maintenance / Repair courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 16: Vehicle Maintenance / Repair / Servicing Courses
Figure 153 illustrates that the South of England (the South East and the South West),
Yorkshire and Humberside and the North West all had the highest number of Vehicle
Maintenance / Repair / Servicing courses available when compared to the rest of the UK;
falling within the category of 116 to 143 courses. Wales, the East Midlands, the East of
England and London all fall within the mid-point of number of courses; 66 to 91 courses. Once
again, Scotland was found to have the least number of Vehicle Maintenance / Repair /
Servicing courses; offering between 16 and 41 courses.
There were 1082 Vehicle Maintenance / Repair / Servicing courses available throughout the
UK. The North West region had the highest number of courses in the subject area, with 143
courses, closely followed by Yorkshire and Humberside with 137 courses. Again, Scotland
was found to have the lowest level of Vehicle Maintenance / Repair / Servicing provision, with
only 16 courses in the subject area.
Figure 153.
Vehicle Maintenance / Repair / Servicing courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 17: Vehicle Steering / Braking / Transmission Courses
Figure 154 illustrates that the South of England (the South East and the South West) had the
highest number of Vehicle Steering / Braking / Transmission courses across the UK. Wales
and the West Midlands fell within the seven to eight course category (the second lowest
category), with Scotland, Northern Ireland, the North West and the East Midlands were all
found to be within the lowest category of two to seven courses.
There were a total of 198 Vehicle Steering / Braking / Transmission courses running across
the UK. The South East region had the highest number of courses available in the subject
area, providing 51 courses, while the East Midlands was found to have the least number of
courses with only two in the subject area.
Figure 154.
Vehicle Steering / Braking / Transmission courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 18: Vehicle Wheel and Tyre Fitting Courses
Figure 155 illustrates the number of Vehicle Wheel and Tyre Fitting courses provided
throughout the UK. It is evident that the South of England (the South East and the South
West) and Northern Ireland had the highest number of Vehicle Wheel and Tyre Fitting
courses when compared to the rest of the UK. Scotland, London and the East Midlands all fell
within the lowest category of courses in the subject area, providing between one and six
courses.
There were a total of 165 Vehicle Wheel and Tyre Fitting courses available throughout the
UK, with the South East providing the most courses when compared to the other regions and
nations (27 courses). Once again, Scotland was found to have the lowest number of courses
in the subject area, having only one course available.
Figure 155.
Vehicle Wheel and Tyre Fitting courses – retail automotive sector
Source: UfI Database, sourced December 2005
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Appendix 19: Vehicle Workshop Practice Courses
It is evident from Figure 156 that there are no Vehicle Workshop Practice courses in Scotland,
Wales and parts of England (the North East, the West Midlands and the South West).
Yorkshire and Humberside, the East Midlands, the East of England, London and the South
East all fell within the one or two course category in the subject field, while Northern Ireland
had between two and four courses in this area. The North West had the largest number of
courses in Vehicle Workshop Practice.
There were a total of 14 courses in this subject area; the lowest number when compared to
the other courses. The North West reportedly had seven courses available in this subject
area, while the East Midlands, the South East, London, Yorkshire and Humberside and the
East of England all offered only one course.
Figure 156.
Vehicle Workshop Practice courses – retail automotive sector
Source: UfI Database, sourced December 2005
Assessment of Current Provision (UK)
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Appendix 20: Automotive Training Provider Depth Discussion Guide
Automotive Training Provider Depth Discussion Guide
Training Practices, Drivers and Barriers
Interviewer details
Name of interviewer:
Date of interview:
Time of interview:
Duration of interview:
Respondent details (FROM SAMPLE)
Name:
Job title:
Organisation:
Telephone Number:
Contact Email:
Introduction (PLEASE READ)
“Good morning / Good afternoon. My name is ……………… and I’m from Ci Research. We
have been commissioned by Automotive Skills to carry out an assessment of the
characteristics of training within the Automotive sector.
You may already be aware that Sector Skills Councils have replaced National Training
Organisations, and that Automotive Skills is the new Sector Skills Council for the whole of the
retail motor industry. Automotive Skills has been given the remit of working with Employers
and Training Providers to drive up skill levels in the sector.
The reason for this call is that ……………. (from sample) suggested that you were a key
person to speak to regarding training within the Automotive Sector.
In light of this, would you be willing to take part in an in-depth telephone interview, obviously
at a time convenient to yourself, to talk through your organisation’s approach to Automotive
training. The interview should take no longer than one hour and will make an important
contribution to the development of the Automotive sector. Your answers will be treated
confidentially, and only reported to Automotive Skills in an aggregated format.”
“The aim of this discussion is to identify the key drivers influencing training within the
Automotive Sector and we would appreciate you taking the time to answer these questions
openly and honestly.”
(NOTE: Ci will gain as much detail as possible on the provider (from the provision
mapping exercise) and respondent (from the Automotive Skills sponsor) before
conducting the interview to reduce the time spent on Sections A and B.)
SECTION A: THE PROVIDER CONTEXT
QA1:
Could we start by you outlining the characteristics of the Automotive training that your
organisation provides?
Issues to consider / discussion prompts:
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Ö The Automotive sector(s) catered for (i.e. Fast Fit, Heavy Vehicle etc)
Ö The range of Automotive training available (i.e. Level 1, Level 2, Level 3, Level 4
qualifications; non-accredited short courses etc)
Ö The characteristics of delivery (i.e. full-time / part-time)
Ö The number of learners involved in Automotive training at the organisation, if
possible outlining trends (i.e. are numbers involved increasing or declining)
SECTION B: THE RESPONDENT CONTEXT
QB1:
Could you please outline your role within the organisation and your responsibilities
with regards to Automotive training?
Issues to consider / discussion prompts:
ƒ
Contextual factors:
♦ Role definition
♦ Training responsibilities
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SECTION C: MARKET ASSESSMENTS
“Thank you. I would now like to examine how your organisation establishes the demand for
Automotive training and the key skills deficiencies that you have identified.”
QC1:
Firstly, how do you establish the level and characteristics of demand for Automotive
training in the sectors and Labour Markets you serve?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
QC2:
Which of the following Labour Market Information sources does the provider utilise:
♦ Historical employer demand?
♦ Historical student demand?
♦ Historical destination analysis?
♦ Specific employer contact / surveys?
♦ Informal employer contact as part of trainee monitoring visits?
♦ Engagement with employer networks / groups?
♦ Secondary Labour Market Information from the:
ƒ LSC?
ƒ LA’s?
ƒ RDA’s?
ƒ DTI?
Which source or sources of Labour Market Information best helps the provider
determine skills gaps and training needs?
What are the barriers to gathering Labour Market Information:
♦ Provider staff, time or financial resources?
♦ What are the difficulties of establishing the needs of SME’s?
♦ What are the difficulties of establishing the needs of larger employers?
How does the provider use the Labour Market Information:
♦ To ensure provision reflects employer needs / demand?
♦ To set the level of recruitment for the coming year?
♦ For long-term planning?
Would you say that the demand for Automotive training in the sectors and Labour
Markets you serve is increasing, decreasing or stagnant?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
QC3:
What evidence do you have?
Are there any variations between the different Automotive sectors that the provider
serves?
Are there any variations in demand between employers of different sizes?
Of the following competency categories, which have you identified as being deficient
within the Automotive sector or sectors you cater for?
♦
♦
♦
♦
♦
Management and Leadership Skills
Technical Skills
General Skills (such as communication, problem solving and team working
competencies)
Basic Skills (such as literacy and numeracy competencies)
Life Skills (such as attitude, motivation, willingness to learn and reliability)
Issues to consider / discussion prompts:
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ƒ
ƒ
ƒ
QC4:
Why have these competency gaps arisen? Is it down to a lack of available training or
the limited number and / or quality of the workforce in these areas?
Are there any variations between different Automotive sectors?
Are there any variations between employers of different sizes?
What are the Automotive employers that you work with looking for in terms of levels
and types of training?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
QC5:
Levels of qualifications, including:
♦ Graduate and post graduate degrees?
♦ Level 1, Level 2, Level 3 and Level 4 NVQs or SVQs?
♦ Non-accredited short courses?
♦ Seminars and workshops?
Type of delivery:
♦ Full-time versus part-time courses?
♦ On-the-job versus off-the-job training?
♦ Block release versus day release?
♦ How important is the provision of new forms of access to training to
Automotive employers (such as e-learning or distance learning)?
Are there any variations between different Automotive sectors?
Are there any variations between employers of different sizes?
In terms of the courses and qualifications that are currently available, to what extent
do you feel that they meet the needs of the Automotive sector or sectors that you
serve?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
Do the levels of Automotive courses and qualifications reflect the needs of Automotive
employers (for example, is there insufficient or excessive emphasis on Level 2 or
Level 3 provision)?
Does the content of qualifications reflect the requirements of Automotive employers
(for example, is the balance between ‘technical’ and ‘soft-skills’ appropriate)?
Are there any qualifications or courses that you feel are lacking given the needs of the
Automotive sector or sectors you cater for:
• Pre-Entry Qualifications?
• Customer Service Qualifications?
• Technical Qualifications?
• Management Qualifications?
• Other Qualifications?
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SECTION D: FUNDING ISSUES
Thank you. I would now like to focus on the issue of funding for Automotive training and the
extent to which it makes it commercially viable for you to meet the identified employer
demand.”
QD1:
To begin, could you outline who pays for the Automotive training you provide and
offer approximations of the proportions that they contribute?
Issues to consider / discussion prompts:
Ö The proportion of funding contributed by:
o External / public funding bodies; which funding bodies contribute?
o The Provider themselves?
o Employers?
o Trainees / Learners?
Ö Is there any variation in contribution proportions between different Automotive
sectors?
Ö Is there any variation in contribution levels between different sizes of employers?
QD2:
Who do you feel should actually be paying for Automotive training and in what
proportions?
Issues to consider / discussion prompts:
Ö The proportion of funding the provider feels should be provided by:
o External / public funding bodies? Why?
o Employers? Why?
ƒ Should there be a variation in the contribution of employers to the cost
of training based on their size, turnover etc?
ƒ What would be the impact of taking this approach?
o Trainees / Learners? Why?
o Someone else? Who? Why?
QD3:
What factors do you believe drive the external funding of Automotive Training?
Issues to consider / discussion prompts:
Ö Are external / public funding bodies more interested in providers achieving numeric
targets (i.e. the numbers registering and completing courses) than policy objectives
(i.e. increasing skills levels in the sector)?
Ö How does this affect delivery – would you like to be able to offer a higher level of
training to a smaller number of people? Would this be more beneficial?
QD4:
Do you feel that the level of external funding for Automotive training is sufficient to
meet the skills needs of the sector?
Issues to consider / discussion prompts:
Ö Is the level of external funding available for Automotive training adequate or is the
shortfall prohibitively large – does it discourage employer and / or employee
uptake of training?
Ö Does the level of external funding take into account the degree of provider
investment required to offer different forms of Automotive training (i.e. motorcycle
repair versus heavy vehicle repair)?
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Ö Is funding focused on particular Automotive sectors?
Ö Is funding focused on particular types or levels of qualifications?
Ö Is funding focused on full-time education rather than part-time apprenticeship
training?
QD5:
Do the characteristics of external funding make the provision of certain types of
Automotive training commercially unviable?
Issues to consider / discussion prompts:
Ö If so, which types of training?
Ö How significant is the problem?
QD6:
What key changes should be made to the current model of public funding provision to
improve the quality, type and coverage of Automotive training?
Issues to consider / discussion prompts:
Ö Is it difficult to locate sources of external funding and / or high quality information
about eligibility and the application process?
Ö Is the duration of external funding contracts an issue for providers?
o Do short-term contracts dissuade other providers from offering
Automotive training?
o Do short-term contracts divert attention from the improvement of
delivery to the retention of funding?
Ö To what extent is payment made in arrears?
o How does this impact on provider cash-flow and the number of
Automotive training places that can be offered?
Ö Is public funding of poor or unneeded provision an issue in the Automotive
sector?
o If so, what is the scale of the problem?
o Who should be responsible for ensuring this doesn’t continue?
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SECTION E: BUSINESS DEVELOPMENT
“The following questions focus on the business development activities which your
organisation undertakes within the Automotive sector.
Firstly, I would like to focus on the issues surrounding trainee recruitment.”
QE1:
Do you actively promote the Automotive sector and the training that you offer within
schools, particularly to the 14-16 age group?
If YES, issues to consider / discussion prompts:
Ö How?
Ö How frequently?
Ö What is the perceived benefit of this engagement?
If NO, issues to consider / discussion prompts:
Ö Why not?
o Is cost an issue?
o Is time an issue?
o Is it not perceived as being important?
QE2:
What difficulties does your organisation and the sector in general face when trying to
promote Automotive careers to young people?
Issues to consider / discussion prompts:
Ö Do vocational courses and the Automotive sector in particular have a poor image
amongst teachers, students and parents?
Ö To what extent is Automotive training affected by competition from alternative
occupational sectors and non-vocational education provision?
th
Ö Is it difficult to develop relationships with schools who have 6 form provision
because they are in direct competition for post-16 students?
Ö Do you feel that Careers Advisors accurately reflect the sectoral employment
prospects to young people, outlining the range occupations in the sector and the
scope for progression?
QE3:
Do you actively promote the Automotive training that you offer to adults?
Issues to consider / discussion prompts:
Ö Do you undertake any marketing activity for the Automotive courses you offer
specifically targeted at adult learners?
QE4:
What difficulties does your organisation and the sector in general face when trying to
promote Automotive training to adults?
Issues to consider / discussion prompts:
ƒ
ƒ
A reluctance to re-enter the world of education and training?
A lack of financial support from employers for adult training?
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ƒ
QE5:
A lack of financial support from funding bodies for adult training?
Is the quality of recruits a major issue for training providers and employers operating
in the Automotive sector?
Issues to consider / discussion prompts:
Ö Do vocational courses tend to attract the lower achievers from the school
educational system? Is this even more of an issue for Automotive courses?
Ö Is the quality of new recruits an issue at all entry / qualification levels (i.e. the
Automotive sector has the lowest inflow of graduates of any industry sector; 0.1%
of existing management stock)?
Ö Is it more / less of an issue for your organisation than the sector in general (i.e. is
it less of an issue for Company Academies / Training Centres with a respected
brand (BMW, Kwik Fit etc))?
“I would now like to focus on the level of collaboration between yourselves and Automotive
employers; examining the degree of existing interaction and the potential for future
development.”
QE6:
How do employers become aware of the Automotive training programmes /
qualifications you offer?
Issues to consider / discussion prompts:
Ö
Ö
Ö
Ö
Ö
Ö
Ö
QE7:
Previously established relationships?
Word of mouth from other employers?
Marketing / promotional literature?
Via employer forums?
Networking events?
Following a direct approach from your staff?
Other methods?
What factors do you feel most strongly influence employers when determining what
training providers to use?
Issues to consider / discussion prompts:
Ö
Ö
Ö
Ö
Ö
Ö
QE8:
Location?
High quality equipment and facilities?
Availability of specialist staff?
Reputation for quality?
Price?
The ability to offer tailored training packages?
Do you seek to involve employers in the development or design of your Automotive
training programmes?
If YES, issues to consider / discussion prompts:
Ö How do you engage with Automotive employers?
o How do you engage with SME’s?
o How do you engage with larger employers?
Ö What is the perceived benefit of this engagement?
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If NO, issues to consider / discussion prompts:
Ö Why not?
o Is cost an issue?
o Is time an issue?
o Is it not perceived as being important?
QE9:
What are the barriers to engaging a wider range of employers and increasing their
involvement in training?
Issues to consider / discussion prompts:
Ö Scepticism amongst employers about the relevance of off-the-job training?
Ö Scepticism amongst employers about the value of full-time training coursers and
the skills of the students post-course completion?
Ö Poor previous experience of training and trainees?
Ö A perceived lack of training provision flexibility?
Ö A fear by employers that individuals will leave their employment if they become
too highly trained?
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SECTION F: THE QUALITY OF AUTOMOTIVE TRAINING PROVISION
“The following questions focus on how you evaluate the quality of the Automotive training you
offer and what drives you to improve.”
QF1:
Firstly, could you outline how you evaluate the quality of the Automotive training you
provide?
Issues to consider / discussion prompts:
Methods of assessment:
ƒ Feedback forms
ƒ Follow-up with trainees
ƒ Follow-up with trainees’ employer
ƒ Pier assessment
ƒ Levels of retention
ƒ Levels of completion
ƒ Destination analysis
ƒ Assessment of levels of repeat usage (a strong indicator of
quality)
ƒ Independent Formal Assessments (ALI, Ofsted)
ƒ Other techniques
QF2:
What drives you as a provider of Automotive training to improve?
Issues to consider / discussion prompts:
Ö What internal drivers are there for the improvement of quality (i.e. to gain a
reputation for quality which can be communicated to employers)?
Ö What external drivers are there for the improvement of quality (i.e. competition,
floor targets)?
QF3:
Focusing on the Floor Targets set for Automotive training provision, do you feel that
they are set too high, at the right level, or too low?
Issues to consider / discussion prompts:
Ö How will the level of Floor Targets affect the quality of Automotive training
provision?
Ö Are they set high enough to eradicate poor provision?
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SECTION G: LINKS WITH OTHER AUTOMOTIVE TRAINING PROVIDERS
“I would now like to focus on the level of collaboration between yourselves and other
providers of Automotive training; examining the degree of existing interaction and the
potential for future development.”
QG1:
Does your organisation collaborate, either formally or informally, with other providers
of Automotive training?
If YES, issues to consider / discussion prompts:
Ö
Ö
Ö
Ö
What form of provider interaction does the organisation participate in (i.e. a local
provider network, a national provider network, independent informal discussions etc)?
What is the perceived benefit of provider interaction:
o The exchange of information, ideas and good practice?
o The joint development of provision (i.e. the development of short courses
targeted at employers in specific sectors)?
Do you feel that the level of your collaboration is adequate or do you believe that your
organisation and the Automotive sector in general would benefit from enhanced
provider interaction?
What are the barriers to enhanced collaboration (i.e. time, cost, the perception of
competition) and what can be done to overcome these barriers?
If NO, issues to consider / discussion prompts:
Ö
Ö
Ö
What are the barriers to collaboration (i.e. time, cost, the perception of competition)
and what can be done to overcome these barriers?
Is there a lack of Automotive providers with which to collaborate?
Is there a lack of interest in collaboration from the Independent Company Academies /
Training Centres?
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SECTION H: FUTURE TRAINING PROVISION
QH1:
How do you expect the composition of training provision in the Automotive sector to
develop over the next 5-10 years?
Issues to consider / discussion prompts:
Ö Do you expect:
o The number of providers to stay the same? Why?
o The number of providers to increase? Why?
o The number of providers to decrease – with a consolidation of
provision into a smaller number of larger-scale providers? Why?
Ö What impact will this development have on training in the sector – its cost, its
accessibility, its efficiency?
Ö How do you expect this to impact on the Automotive training that your
organisation offers?
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SECTION I: OTHER ISSUES
QI1:
Finally, are there any other comments relating to Automotive training, in either your
organisation or the Automotive sector in general, that you would like to make?
THANK AND CLOSE
“Thank you for taking part in this research, your views are important and will be fed back to
Automotive Skills.”
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Appendix 21: Automotive Employer Depth Discussion Guide
Automotive Employer Depth Discussion Guide
Training Practices and Attitudes
Interviewer details
Name of interviewer:
Date of interview:
Time of interview:
Duration of interview:
Respondent details (FROM SAMPLE)
Name:
Job title:
Organisation:
Telephone Number:
Contact Email:
Introduction (PLEASE READ)
“Good morning / Good afternoon. My name is ……………… and I’m from Ci Research. We
have been commissioned by Automotive Skills to carry out an assessment of the
characteristics of training within the Automotive sector.
You may already be aware that Sector Skills Councils have replaced National Training
Organisations, and that Automotive Skills is the new Sector Skills Council for the whole of the
retail motor industry. Automotive Skills has been given the remit of working with Employers
and Training Providers to drive up skill levels in the sector.
The reason for this call is that ……………. (from sample) suggested that you were a key
person to speak to regarding training within the Automotive Sector.
In light of this, would you be willing to take part in an in-depth telephone interview, obviously
at a time convenient to yourself, to talk through your organisation’s approach to training. The
interview should take no longer than one hour and will make an important contribution to the
development of the Automotive sector. Your answers will be treated confidentially, and only
reported to Automotive Skills in an aggregated format.”
“The aim of this discussion is to identify the key drivers influencing training within the
Automotive Sector and we would appreciate you taking the time to answer these questions
openly and honestly.”
SECTION A: EMPLOYER CONTEXT
QA1:
Could we start by you outlining the Automotive sector or sectors that your
organisation / business operates in?
Issues to consider / discussion prompts:
ƒ
Outline the thirteen Automotive sub-sectors if necessary:
a) New vehicle sales - (franchised dealers, brokers, car supermarkets, on-line
retailers, etc.)
b) Used vehicle sales - (franchised dealers, car supermarkets, auctioneers, and
independents)
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c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
QA2:
Regular maintenance and repair - (usually known as M&R, or “the local
garage”, that may be franchised or independent, plus mobile servicing, auto
electricians, and so on)
Parts suppliers, including factories, wholesalers and retailers
MOT testing and certification
Vehicle body repairs - (usually following an accident or damage, including panel
beating, painting, windscreen repairs, sunroofs, etc.)
Restoration services
Valeting services
Fast-fit operations - (in the style of 'Kwik Fit', for tyres, exhausts, clutches,
batteries, and other 'quick' replacement maintenance jobs carried out on demand
on the spot)
Other fitting operations - (e.g. ICE audio, electrical, security, etc)
Roadside rescue and recovery services - (e.g. AA, RAC, Green Flag, etc., and
local breakdown operators)
Vehicle leasing and contract hire - (e.g. Lloyds TSB Autolease, LeasePlan UK,
Interleasing (UK), Lex Vehicle Leasing, etc.)
Daily rental fleets - (e.g. Hertz, Avis, etc); self-drive, vintage, classic, etc.
What is the size of the organisation / business?
Issues to consider / discussion prompts:
ƒ
Contextual factors:
o Sales / turnover
o Number of employees
o Number of sites and geographic coverage within the UK
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SECTION B: RESPONDENT CONTEXT
QB1:
Could you please outline your role within the organisation / business and your
responsibilities with regards to training?
Issues to consider / discussion prompts:
ƒ
Contextual factors:
o Role definition (i.e. Director, Personnel or Human Resource Manager,
Training Manager)
o Training responsibilities (i.e. local, regional, national or international)
o Experience with regards to training (i.e. time in the role)
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SECTION C: THE DRIVERS OF TRAINING
“Thank you. I would now like to focus on how you identify the nature and scale of training
requirements within your organisation / business.”
QC1:
Firstly, to what extent is the need for training within your organisation / business
driven by internal or external forces?
Issues to consider / discussion prompts:
ƒ
ƒ
How important are internal forces; such as a desire to:
o Improve performance?
o Increase customer service?
How important are external forces; such as training requirements created by:
o Legislation?
o Contractual obligations (i.e. franchise dealers whose employees have to
complete manufacturer training courses)?
o Technological or product developments in the sector which create skills gaps?
o The activities of competitors?
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SECTION D: PRIORITIES FOR THE UPGRADING OF SKILLS
QD1:
Of the following competency categories, which has your organisation / business
prioritised for training and why?
♦ Management and Leadership Skills
♦ Technical Skills
♦ General Skills (such as communication, problem solving and team working
competencies)
♦ Basic Skills (such as literacy and numeracy competencies)
♦ Life Skills (such as attitude, motivation, willingness to learn and reliability)
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
QD2:
How does the organisation / business determine which skills gaps are most critical in
delivering profitability?
How does the organisation / business differentiate between ‘essential’ and nice-tohave’ competencies?
Are some competencies such as ‘Life Skills’ perceived as being un-trainable?
Of the following occupation groups which are most likely to receive training within your
organisation / business and why?
♦
♦
♦
♦
Management Occupations
Sales Occupations
Workshop Occupations (i.e. Body Repair, Fast Fit etc)
Administrative Occupations
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
QD3:
Do you assess which occupations have the greatest impact on profitability prior to
allocating training provision? If so, how is this done?
Does the training within the organisation / business focus on occupations which are
perceived as having the greatest impact on profitability or performance?
Or
Does training within the organisation / business focus on occupations with the
greatest competency gaps?
Who determines the training action to be taken?
Issues to consider / discussion prompts:
ƒ
ƒ
Are training decisions made at a branch level or by the head office? Why?
Is the training ‘action required’ determined solely by the employer themselves or do
external organisations have an input (i.e. organisations with whom they have
franchise contracts or the providers of ‘Product Compliment’ training)?
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SECTION E: TRAINING PLANS AND BUDGETS
“The following questions focus on how you plan for training within your organisation.”
QE1:
Are the training activities and priorities for your organisation / business contained
within a Company Training Plan?
Issues to consider / discussion prompts:
QE2:
ƒ
If NO, why?
o Is it not perceived as being necessary?
o Is the size of the organisation / business an issue?
o Are resource factors an issue?
ƒ
If YES, how?
o What does the plan contain?
o How often is the plan updated?
o What is the perceived value of the plan to the strategic planning
process?
Does your organisation / business have a formal training budget or is training funded
reactively when demand is identified?
Issues to consider / discussion prompts:
QE3:
ƒ
If the organisation / business has a formal training budget:
n) What are the perceived advantages of having a formal training budget (i.e.
enables forward planning activities)?
o) Is the training budget flexible or fixed?
ƒ
If the organisation / business funds training reactively:
p) Why?
i) Is a reactive approach perceived as being beneficial?
ii) Are resources limited, preventing specific allocations for specific
activities?
Do employees within the company have Individual Training Plans?
Issues to consider / discussion prompts:
ƒ
ƒ
If NO, why?
o Investigate whether this is because evaluation is perceived as being
unimportant, or whether it is prevented by factors such as insufficient
time, money or staff resources
If YES, how?
o What do the plans contain?
o How often are the plans updated?
o What is the perceived of the plans to the development of both the
individual and the organisation / business?
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SECTION F: THE DELIVERY OF TRAINING
“The following sections focus on the delivery of training within your organisation.”
QF1:
Could you tell me whether your organisation / business meets all of its training needs
internally, via external private or public sector training providers, or by a combination
of internal and external provision?
Before you answer I would like to define what is meant by Internal and External
provision.
Internal Provision refers to all training that is delivered by your organisation /
business, either within the workplace or at designated training centres.
An example of internal provision would be Kwik-Fit, who provide ‘in-house’ training
on-site at their Kwik-Fit Centres and off-site at their Kwik-Fit Training Academies.
External Provision refers to all training that is delivered by an external organisation.
This includes public sector training, such as that provided by Higher Education
establishments, and private sector training, offered by independent training providers
(ReMIT) and companies with which your organisation / business has working
relationships with but no direct affiliation too.
Examples of private forms of external provision include companies who offer Product
Compliment training as a result of the purchase of new or updated equipment (i.e. a
new diagnostic machine) or a car dealership which receives sales and servicing
training from multiple car manufacturers.
INTERNALLY ONLY: Ask respondent SECTION F PART A
EXTERNALLY ONLY: Ask respondent SECTION F PART B
COMBINATION: Ask respondent SECTION F PART C
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SECTION F PART A: INTERNAL PROVISION ONLY
“You state that your organisation / business meets all of its training requirements internally.”
QFA1: How and where does the training take place and who is it delivered by?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
Where does the training take place:
o On-site within the workplace?
o Off-site at a designated company training centre?
o Via a combination of workplace and training centre delivery?
If training centres are involved, is there a single training centre or multiple training
centres throughout the country?
How is the training delivered:
o On-the-job or off-the-job?
o Block release?
o Day release?
o Other methods?
o Via a combination of delivery methods?
Who is the training delivered by? Does the organisation / business have dedicated
training staff?
QFA2: Why does your organisation / businesses meet all of its training requirements internally?
Issues to consider / discussion prompts:
ƒ
ƒ
The perceived value of internal training provision:
o Quality?
o Relevance?
o Cost?
The perceived flaws in private and public sector external provision:
o Availability?
o Quality?
o Cost?
o Relevance?
o Previous experience with external provision?
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SECTION F PART B: EXTERNAL PROVISION ONLY
“You state that your organisation / business meets all of its training requirements externally.”
QFB1: How do you determine which external training providers to use to meet your training
requirements?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
Ö
The extent to which the employer has a choice over how external training is delivered
and who it is delivered by. For example, how much of the training offered by the
employer is predetermined (i.e. Product Compliment training / training provided by
external companies with whom the employer has franchise agreements with) and how
much is down to their own discretion?
Which external training providers does the employer use:
o Private sector training providers?
o FE / HE / CoVE establishments?
o Universities?
o Other Companies?
o Other?
The factors which influence the employer when deciding which external training
provider or providers to use:
o The courses / qualifications on offer?
o Location?
o Quality of equipment and facilities?
o Specialist staff?
The extent to which the employer has developed a relationship with a single training
provider versus the propensity to use the services of a range of different providers
depending on the type and level of training
How frequently the employer uses the services of external training providers?
QFB2: How and where does the training take place?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
Where does the training take place:
o On-site within the workplace?
o Off-site at the external provider’s training centre?
o Via a combination of workplace and training centre delivery?
How is the training delivered:
o Full-time or part-time?
o On-the-job or off-the-job?
o Block release?
o Day release?
o E-learning or distance learning?
o Via a combination of delivery methods?
Does the employer believe external training providers are prepared to be flexible to
meet their needs?
QFB3:Why does your organisation / businesses meet all of its training requirements externally?
Issues to consider / discussion prompts:
ƒ
The characteristics of private and public sector external provision:
o Availability?
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Ö
ƒ
o Quality?
o Cost?
o Relevance?
The characteristics of the organisation / business which makes external provision
more appropriate:
o Cost of delivery?
o Size of company?
o Geographic dispersal of the organisation?
o The perceived benefit of external input (i.e. new ideas, experience of
working with other companies)?
Does the employer receive ‘Product Compliment’ training as a result of the purchase
of new or updated machinery or equipment, and if so, do they have any choice in how
or where it is delivered?
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SECTION F PART C: COMBINATION OF INTERNAL AND EXTERNAL DELIVERY
“You stated that your organisation / business meets its training requirements via a
combination of internal and external provision.”
QFC1: Approximately what proportion of your training requirements are met internally and what
proportion is met by external training providers?
Issues to consider / discussion prompts:
ƒ
ƒ
Internal provision proportion: ……………
External provision proportion: ……………
QFC2: What training do you deliver internally?
QFC3: How and where does the internal training take place and who is it delivered by?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
Where does the training take place:
o On-site within the workplace?
o Off-site at a designated company training centre?
o Via a combination of workplace and training centre delivery?
If training centres are involved, is there a single training centre or multiple training
centres throughout the country?
How is the training delivered:
o On-the-job or off-the-job?
o Block release?
o Day release?
o Other methods?
o Via a combination of delivery methods?
Who is the training delivered by? Does the organisation / business have dedicated
training staff?
QFC4: Why does your organisation / businesses meet these training requirements internally?
Issues to consider / discussion prompts:
ƒ
ƒ
The perceived value of internal training provision:
o Quality?
o Relevance?
o Cost?
The perceived flaws in private and public sector external provision:
o Availability?
o Quality?
o Cost?
o Relevance?
o Previous experience with external provision?
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QFC5: What training do you deliver using external training providers?
QFC6: How do you determine which external training providers to use to meet your training
requirements?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
Ö
The extent to which the employer has a choice over how external training is delivered
and who it is delivered by. For example, how much of the training offered by the
employer is predetermined (i.e. Product Compliment training / training provided by
external companies with whom the employer has franchise agreements with) and how
much is down to their own discretion?
Which external training providers does the employer use:
o Private sector training providers?
o FE / HE / CoVE establishments?
o Universities?
o Other Companies?
o Other?
The factors which influence the employer when deciding which external training
provider or providers to use:
o The courses / qualifications on offer?
o Location?
o Quality of equipment and facilities?
o Specialist staff?
The extent to which the employer has developed a relationship with a single training
provider versus the propensity to use the services of a range of different providers
depending on the type and level of training
How frequently the employer uses the services of external training providers?
QFC7: How and where does the training take place?
Issues to consider / discussion prompts:
ƒ
Where the training takes place:
o On-site within the workplace?
o Off-site at the external provider’s training centre?
o Via a combination of workplace and training centre delivery?
ƒ
How is the training delivered:
o Full-time or part-time?
o On-the-job or off-the-job?
o Block release?
o Day release?
o E-learning or distance learning?
o Via a combination of delivery methods?
Does the employer believe external training providers are prepared to be flexible to
meet their needs?
ƒ
QFC8: Why does your organisation / businesses meet these training requirements externally?
Issues to consider / discussion prompts:
ƒ
The characteristics of private and public sector external provision:
o Availability?
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Ö
ƒ
o Quality?
o Cost?
o Relevance?
The characteristics of the organisation / business which makes external provision
more appropriate:
o Cost of delivery?
o Size of company?
o Geographic dispersal of the organisation?
o The perceived benefit of external input (i.e. new ideas, experience of
working with other companies)?
Does the employer receive ‘Product Compliment’ training as a result of the purchase
of new or updated machinery or equipment, and if so, do they have any choice in how
or where it is delivered?
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SECTION G: COST OF TRAINING
“I would now like to focus on the cost of training to your organisation”
QG1:
To begin, could you outline who pays for the training that you provide and offer
approximations of the proportions they contribute?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
QG2:
The proportion of funding contributed by:
o The Employer, either directly or indirectly (i.e. through the purchase of new
machinery – Product Compliment Training)?
o The Public Sector, which external funding bodies contribute?
o Trainees / Learners?
Is there any variation between different types of training?
Is there any variation between training provided for different age groups?
Who do you feel should be paying for Automotive training?
Issues to consider / discussion prompts:
ƒ
ƒ
QG3:
The proportion of funding the employer feels should be provided by:
q) The Employer themselves? Why?
r) External / public funding bodies? Why?
s) Trainees / Learners? Why?
As an employer, is it made clear to you what sources of public funds are available for
particular types of courses and / or employees? Who by?
What are the direct and indirect costs of training to your organisation / business?
Issues to consider / discussion prompts:
ƒ
ƒ
ƒ
ƒ
ƒ
QG4:
The cost of the training?
The cost of travel and subsistence?
The cost of cover for absence?
The cost of reduced productivity whilst training?
Does the organisation receive ‘Product Compliment Training’, such as that included
with the purchase of new equipment or products? Are these costs taken into account
when assessments of the cost of training to the organisation / business are made?
Is the cost of training to your organisation / business increasing, decreasing or
stagnant?
Issues to consider / discussion prompts:
ƒ
Why?
o Is the demand for training within your organisation / business increasing (i.e.
more forms of training, more employees requiring more training)?
o Is the cost of the training programmes themselves increasing?
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QG5:
Given the costs of training, to what extent are you able to meet all of your training
needs?
Issues to consider / discussion prompts:
ƒ
Are the budgets for training perceived as being sufficient?
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SECTION H: MEASURING THE IMPACT OF TRAINING
“I would now like to focus on how you measure the impact of the training you have provided to
employees.”
QH1:
Do you attempt to evaluate the quality and impact of the training your employees
have received?
Issues to consider / discussion prompts:
ƒ
If NO, why?
o Investigate whether this is because evaluation is perceived as being
unimportant, or whether it is prevented by factors such as insufficient
resources (i.e. time, money or staff)
o Examine what evaluation methods would the employer like to be able to
use
ƒ
If YES, how?
o How does the employer isolate the effects of training from other factors
that may have contributed to the results?
o Does the employer assess the employees involved before they
undertake the training, after the training has been completed, or both
before and after the training? Why is this method used?
o What criteria for measuring quality does the employer use (i.e. follow-up
with trainees, follow-up with trainers, follow-up with employers, follow-up
with assessors, independent assessors, level of completion)?
o Is there any variation in the assessment of training for personnel in
different occupations?
o
o
o
ƒ Management Occupations
ƒ Sales Occupations
ƒ ‘Workshop’ Occupations (i.e. Body Repair, Fast Fit etc)
ƒ Administrative Occupations
ƒ Other Occupations
Is there any variation in the evaluation of different types of training?
Do certain types of training have measurable goals (i.e. the
productivity of a working in a certain process) and others not (i.e. soft
skills training)?
What are the quantifiable benefits of training?
Does the employer attempt to gauge the Return-On-Investment
(ROI) from training. Are the results of training converted into
monetary benefits in order to calculate the financial ROI or is the ROI
assessment restricted to the more subjective assessment of
objective satisfaction?
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SECTION I: OTHER ISSUES
QI1:
Finally, are there any other comments relating to training, in either your organisation /
business or the Automotive sector in general, that you would like to make?
THANK AND CLOSE
“Thank you for taking part in this research, your views are important and will be fed back to
Automotive Skills.”
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Appendix 22: Automotive Employer Telephone Questionnaire
Automotive Employer Telephone Questionnaire
Training Activities and Attitudes
(Approximate Questionnaire Duration: 15 minutes)
SECTION A: RESPONDENT IDENTIFICATION
(Number of Questions: 3 Min 5 Max)
(NOTE: this section is intended to identify the individual most knowledgeable about training
issues at the Automotive establishment contained within the sample. The need for the
following questions will be determined by the level of information contained within the
sample.)
QA1:
Hello, my name is ……………., and I am calling on behalf of Automotive Skills.
Please may I speak to …………….
a) Individual named in the sample?
b) The person who is responsible for training at this establishment?
Response / Category
Put through
Person based elsewhere
No such person
Refused to put through
Call back later
QA2:
Code
1
2
3
4
5
Route
Go to QA4
Go to QA2
Go to QA3
Close Interview
Make Appointment
ASK QA2 IF ‘PERSON BASED ELSEWHERE’ AT QA1
Can you give me the details of the person I need to speak to?
RECORD DETAILS: NAME, JOB TITLE, ADDRESS, PHONE NUMBER
QA3:
ASK QA3 IF ‘NO SUCH PERSON’ AT QA1
a)
May I speak to the Owner, Managing Director or Senior Manager?
b)
Can I check his / her name? WRITE IN NAME
c)
Can I check his / her job title?
Response / Category
Owner / Chairman / MD / Partner
Director or Manager of Personnel / HR / Recruitment / Employee Relations
Training Director / Manager
General / Site / Factory / Works Director or Manager
Administration / Office Director or Manager
Finance Director or Manager / Accountant / Company Secretary
Other Departmental Director or Manager
Senior Secretary / Secretary
Other (WRITE IN) …………………………………
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Code
1
2
3
4
5
6
7
8
9
July 2006
QA4:
Hello, my name is ………….. and I’m calling from Ci Research. We have been
commissioned by Automotive Skills to carry out an assessment of the key issues
surrounding training in the Automotive sector.
You may already be aware that Sector Skills Councils have replaced National
Training Organisations, and that Automotive Skills is the new Sector Skills Council for
the whole of the retail motor industry.
Automotive Skills has been given the remit of working with Employers and Training
Providers to drive up skills levels within the sector and gaining an understanding of
the training practices of employers is vital to this process.
In light of this, would you be willing to take part in a short telephone interview which
focuses on your establishment’s training activities. Even if you do not carry out any
training we would still like to talk to you.
The interview can be conducted at a time convenient to yourself and will take
approximately 15 minutes to complete.
Your answers will be treated confidentially and will only be reported to Automotive
Skills in an aggregated format.
QA5:
Can I just check that you are the best person for me to speak to about the training
you undertake at this establishment and if so whether you are willing to take part in
the survey?
Response / Category
Respondent correct and willing to be interviewed
Respondent correct but call back later
Respondent correct but refuses to be interviewed
Someone else at the establishment more relevant
Training matters only dealt with at a higher level / central
establishment of organisation
QA6:
Code
1
2
3
4
Route
Go to QB1
Make Appointment
Close Interview
Take Contact Details
5
Ask QA6
ASK QA6 IF ‘TRAINING DEALT WITH AT A HIGHER LEVEL / CENTRAL
ESTABLISHMENT OF ORGANISATION’ AT QA5
Does this mean that nobody here has any say in the types and amount of training
undertaken at this establishment?
Response / Category
Nobody here has a say
Someone else here has a say
Don’t know
QA7:
Code
1
2
3
Route
Ask QA7
Ask QA8
Close Interview
ASK QA7 IF ‘NOBODY HERE HAS A SAY’ AT QA6
Can you give me the details of the person responsible for training at a higher level of
the organisation and their responsibilities?
RECORD DETAILS: NAME, JOB TITLE, ADDRESS, PHONE NUMBER. DO NOT
CONTACT AT THIS STAGE
QA8:
ASK QA8 IF ‘SOMEONE ELSE HERE HAS A SAY’ AT QA6
Can you give me the contact details of the best person to speak to at this location?
RECORD DETAILS: NAME, JOB TITLE, ADDRESS, PHONE NUMBER
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SECTION B: TRAINING PLANS, INFRASTRUCTURE AND BUDGETS
(Number of Questions: 2 Min 2 Max)
“The following questions focus on staff training and development.”
Q1:
Could you please tell me which of the following exist at your establishment…………..
READ OUT AND SELECT ONE OPTION FOR EACH CATEGORY
INTERVIEWER NOTE:
IF RESPONDENT INDICATES THAT ESTABLISHMENT IS COVERED BY A
COMPANY-WIDE BUSINESS PLAN / STRATEGY CODE AS ‘YES’
CODE AS ‘NO’ IF IN THE PROCESS OF DRAWING UP FIRST BUSINESS PLAN /
STRATEGY OR TRAINING PLAN / STRATEGY
CODE AS ‘YES’ IF CURRENTLY HAVE BUSINESS PLAN / STRATEGY OR
TRAINING PLAN / STRATEGY BUT IN THE PROCESS OF DRAWING UP A NEW
ONE
Response / Category
A Business Plan or Strategy that outlines the
objectives for the coming year?
A Company Training Plan or Strategy that
specifies in advance the level and type of training
your employees will need in the coming year?
A Training or Human Resources Handbook for
Staff?
Individual Training Plans for each of your
employees?
A Training Budget?
A Dedicated Human Resources or Training
Manager
A Formal Staff Appraisal Process
Q2:
Yes
No
Don’t
Know
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Which of the following categories best reflects your annual expenditure on training at
this location? READ OUT CATEGORIES AND SELECT ONE OPTION ONLY
Response / Category
Less than £500
£500 - £999
£1,000 - £4,999
£5,000 - £9,999
£10,000 - £49,999
£50,000 - £99,999
More than £100,000
Don’t know / refused (DO NOT READ OUT)
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Code
1
2
3
4
5
6
7
8
July 2006
SECTION C: DRIVERS BEHIND TRAINING
(Number of Questions: 3 Min 3 Max)
Q3:
How do you identify the training requirements of your employees? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response / Category
Informal staff appraisals
Formal staff appraisals
Performance monitoring
Customer satisfaction surveys
Independent evaluations / market research
Don’t undertake any specific activities to identify training requirements
Other (please specify)
Don’t know (DO NOT READ OUT)
Q4:
What internal and external forces do you feel drive the need for training within your
organisation / business? SELECT ALL APPLICABLE. PROMPT ONLY IF
NECESSARY
Response / Category
A desire to improve performance / profitability
A desire to increase customer service
Legislation
Contractual obligations
Technological or product developments in the sector
The activities of competitors
Staff retention / reduce turnover of staff
Other (please specify)
Don’t know (DO NOT READ OUT)
Q5:
Code
1
2
3
4
5
6
7
8
Code
1
2
3
4
5
6
7
8
9
And to what extent do you see there being a link between training and the
performance of your business? PROMPT WITH SCALE, SELECT ONE OPTION
ONLY
Response / Category
Strong link
Weak link
No link at all
Impossible to say
Don’t know (DO NOT READ OUT)
Assessment of Current Provision (UK)
Code
1
2
3
4
5
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July 2006
SECTION D: TRAINING ACTIVITIES
(Number of Questions: 3 Min 13 Max)
Q6:
Over the past 12 months, have you funded or arranged any training or development
for staff employed at this location?
Response / Category
Yes
No
Don’t know
Q7:
Code
1
2
3
Route
Ask Q7
Go to Q19
Go to Q20
Over the past 12 months, on average, how many days training and development
have you arranged for each member of staff receiving training? SELECT ONE
OPTION ONLY, PROMPT IF NECESSARY
NOTE TO INTERVIEWER: IF RESPONDENT SAYS ‘A WEEK’ OR ‘TWO WEEKS’
ETC PLEASE CHECK ‘SO HOW MANY WORKING DAYS IS THAT?’
Response / Category
Less than 1 day
1-5 days
6-10 days
11-15 days
16-20 days
More than 20 days
Don’t know (DO NOT READ OUT)
Q8:
Code
1
2
3
4
5
6
7
What proportion of all the training that takes place in your organisation is for
employees in each of the following occupational categories? IF RESPONDENT /
EMPLOYEES INVOLVED IN MULTIPLE OCCUPATIONAL CATEGORIES ASK FOR
PRIMARY OCCUPATION. IF NO TRAINING IS OFFERED TO CERTAIN
OCCUPATIONS OR IF NO EMPLOYEES WORKING IN CERTAIN OCCUPATIONS
AT SITE ADD 0%. ENSURE THAT THE OVERALL TOTAL EQUALS 100%
Response / Category
Management Occupations
Sales Occupations
Workshop Occupations
Administrative Occupations
Percentage
Don’t know (DO NOT READ OUT)
3
3
3
3
100%
Q9:
Thinking of the occupational categories that you have just outlined as receiving
training, I would like you to estimate the percentage of the training that has been
informal and the percentage that has been formal.
By Informal Training I am referring to training, such as demonstrations, workshops
and non-accredited short courses, which has been offered without the intention of the
employee gaining a formal qualification.
By Formal Training I mean training that has been undertaken with the intention of
the employee obtaining a formally recognised qualification such as an NVQ, BTEC or
Graduate Degree.
Assessment of Current Provision (UK)
Page 217 of 250
July 2006
Firstly, what percentage of the training offered to employees in ………………. (each
occupational category receiving training at QD4) is Informal and what percentage is
Formal?
A) ENSURE THAT THE TOTAL FOR EACH OCCUPATIONAL CATEGORY
RECEIVING TRAINING EQUALS 100%
B) IF FORMAL TRAINING IS OFFERED ASK THE INTERVIEWEE WHAT TYPES
OF QUALIFICATIONS ARE SUPPORTED FOR EACH OCCUPATIONAL
CATEGORY AND RECORD
B)
QUALIFICATIONS
SUPPORTED
A) TYPE OF TRAINING
3
3
3
3
Don’t know (DO
NOT READ OUT)
100%
100%
100%
100%
1= Externally
Accredited
2= Internally
Accredited
Don’t know (DO
NOT READ OUT)
Q10:
Formal Training
(i.e. NVQ)
Management Occupations
Sales Occupations
Workshop Occupations
Administrative Occupations
Informal Training
Response / Category
3
3
3
3
Which of the following types of training have you provided or arranged for your
employees over the past 12 months? READ OUT TRAINING CATEGORIES AND
SELECT ONE OPTION FOR EACH
Response / Category
Induction Training
Health & Safety Training
Basic Skills Training (such as literacy and numeracy training)
Generic Skills Training (such as communications, team
working, and customer interaction training)
Technical Skills (such as light / heavy vehicle maintenance
and repair, Fast Fit activities etc)
Management and Leadership Training
Supervisory Skills Training
Financial or Financial Compliance Training
Environmental Compliance Training
Job-Specific IT Training
General IT Training
Any other training (please specify)
Assessment of Current Provision (UK)
Page 218 of 250
Yes
No
1
1
1
2
2
2
Don’t
know
3
3
3
1
2
3
1
2
3
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
July 2006
Q11:
Thinking of each of the different types of training you have just outlined (Q10),
approximately what percentage of the cost do you feel has been paid for by your
organisation / business directly?
Response / Category
% paid for directly by the
organisation / business
Induction Training
Health & Safety Training
Basic Skills Training (such as literacy
and numeracy training)
Generic Skills Training (such as
communications, team working, and
customer interaction training)
Technical Skills (such as light / heavy
vehicle maintenance and repair, Fast
Fit activities etc)
Management and Leadership
Training
Supervisory Skills Training
Financial or Financial Compliance
Training
Environmental Compliance Training
Job-Specific IT Training
General IT Training
Any other training (QD5)
Q12:
Don’t know (DO
NOT READ OUT)
3
3
3
3
3
3
3
3
3
3
3
3
Focusing on the future, what proportion of the cost of training do you feel should be met
by yourselves, by the trainees / learners themselves, by external companies (such as a
manufacturer with whom you have franchise agreements) and by public funding bodies?
ENSURE THAT TOTAL EQUALS 100%
Response / Category
Percentage
The Employer
Trainees / Learners
External companies such as Original Equipment or Product Manufacturers and
Suppliers (OEMs)
Public Funding Bodies
Other
100%
3
Don’t know (DO NOT READ OUT)
Q13:
Of the different types of staff training and development that you have arranged, can
you estimate the proportion that has been delivered internally by your organisation /
business?
Before you answer I would like to define what is meant by Internal and External
provision.
Internal Provision refers to all training that is delivered by your organisation /
business, either within the workplace or at designated training centres.
READ ONLY IF UNSURE: An example of internal provision would be Kwik-Fit, who
provide ‘in-house’ training on-site at their Kwik-Fit Centres and off-site at their KwikFit Training Academies.
Assessment of Current Provision (UK)
Page 219 of 250
July 2006
External Provision refers to all training that is delivered by an external organisation.
This includes public sector training, such as that provided by Higher Education
establishments, and private sector training, offered by independent training providers
(ReMIT) and companies with which your organisation / business has working
relationships with but no direct affiliation too.
READ ONLY IF UNSURE: Examples of private forms of external provision include
companies who offer Product Compliment training as a result of the purchase of new
or updated equipment (i.e. a new diagnostic machine) or a car dealership which
receives sales and servicing training from multiple car manufacturers.
NOTE TO INTERVIEWER: CHECK IF RESPONDENT IS CLEAR ABOUT WHAT IS
MEANT BY INTERNAL AND EXTERNAL PROVISION. IF NECESSARY, USE
EXAMPLES.
ASK FOR EACH TYPE OF TRAINING SELECTED AT Q10.
Internal Provision
%
Response / Category
Don’t Know
Induction Training
Health & Safety Training
Basic Skills Training (such as literacy and numeracy
training)
Generic Skills Training (such as communications,
team working, and customer interaction training)
Technical Skills (such as light / heavy vehicle
maintenance and repair, Fast Fit activities etc)
Management and Leadership Training
Supervisory Skills Training
Financial or Financial Compliance Training
Environmental Compliance Training
Job-Specific IT Training
General IT Training
Any other training (QD5)
Q14:
3
3
3
3
3
3
3
3
3
3
3
3
ASK ONLY IF PROVIDED SOME FORM OF ‘INTERNAL’ TRAINING AT Q13. IF
NOT GO TO Q16
Why did you offer the training you provided internally in that manner? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response / Category
Company policy
To ensure quality
To ensure relevance
Cheaper than external provision
Training skills available internally
Quicker / Easier / Saves time off the job
Lack of availability of external provision
Lack of relevancy of external provision
Poor quality of external provision
Other (please specify)
Code
1
2
3
4
5
6
7
8
9
10
11
Don’t know (DO NOT READ OUT)
Q15:
Who delivered the internal training you provided for your employees? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response / Category
Assessment of Current Provision (UK)
Code
Page 220 of 250
July 2006
Company Training Officer or Specialist / Dedicated Training Staff
Line manager
Other experienced staff
Other staff
Other (please specify)
Don’t know (DO NOT READ OUT)
Q16:
1
2
3
4
5
6
ASK ONLY IF PROVIDED SOME FORM OF ‘EXTERNAL’ TRAINING AT Q13. IF
NOT GO TO Q22
Why did you offer the training you provided externally in that manner? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response / Category
Easily available
Cost of provision
Quality of provision
Size of company
Geographic dispersal of company
No option (requirement of franchise agreement, part of equipment
purchase package)
To obtain external input (i.e. new ideas, experience)
Other (please specify)
Don’t know (DO NOT READ OUT)
Q17:
6
7
8
9
Who delivered the external training you provided for your employees? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response / Category
A ‘normal’ FE college
A ‘specialist’ FE college such as a COVE
A private training provider
Another company such as a Product / Service Supplier or a
Vehicle Manufacturer (OEM)
Other (please specify)
Don’t know (DO NOT READ OUT)
Q18:
Code
1
2
3
4
5
Code
1
2
3
4
5
6
When you have a choice, what factors do you take into consideration when deciding
what external training providers to use? SELECT ALL APPLICABLE. PROMPT ONLY
IF NECESSARY
Response / Category
Location of the provider / Distance from place of work
Courses / qualifications on offer
Quality of equipment and facilities
Time requirements of the courses / time taken off the job
Specialist staff
Cost
Historical usage / always used
Other (please specify)
Don’t know (DO NOT READ OUT)
Code
1
2
3
4
5
6
7
8
9
IF ANSWERED INTERNAL AND / OR EXTERNAL PROVISION QUESTIONS GO TO Q22
Assessment of Current Provision (UK)
Page 221 of 250
July 2006
Q19:
You mentioned that training has not been provided for any employees at this location
over the past twelve months, what are the main reasons for this? DO NOT READ
OUT. CODE ALL MENTIONED
Response / Category
Existing skills of employees meet our needs
New recruits have the skills that are needed
Employees learn from experience
Employees too busy to receive training
Employees too busy to give training
Training programme not yet in place
External training options not available
Can’t afford it / lack of finance
Other (please specify)
Don’t know
Q20:
Are you likely to offer training to your employees in the future?
Response / Category
Yes
No
Don’t know
Q21:
Code
1
2
3
4
5
6
7
8
9
10
Code
1
2
3
Route
Ask Q21
Go to Q29
Go to Q29
Which of the following types of training are you likely to provide for your any of your
employees in the future? READ OUT CATEGORIES AND SELECT ONE OPTION
FOR EACH
Response / Category
Induction Training
Health & Safety Training
Basic Skills Training (such as literacy and
numeracy training)
Generic Skills Training (such as
communications, team working, and customer
interaction training)
Technical Skills (such as light / heavy vehicle
maintenance and repair, Fast Fit activities etc)
Management and Leadership Training
Supervisory Skills Training
Financial or Financial Compliance Training
Environmental Compliance Training
Job-Specific IT Training
General IT Training
Any other training (please specify)
Assessment of Current Provision (UK)
Yes
1
1
No
2
2
Don’t know
3
3
1
2
3
1
2
3
1
2
3
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
Page 222 of 250
July 2006
SECTION E: MEASURING THE IMPACT OF TRAINING
(Number of Questions: 4 Min 4 Max)
“I would now like to focus on how you measure the impact of the training that your
employees have received on the performance of your company.”
Q22:
Do you formally assess the impact of the training your employees have received on
the performance of your business?
Response / Category
Yes
No
Don’t know (DO NOT READ OUT)
Q23:
Code
1
2
3
How do you assess the impact of training on the performance of your business?
PROMPT. SELECT ALL APPLICABLE
Response / Category
Assessment of the performance of trainees before the
training has taken place
Assessment of the performance of trainees after the
training has taken place
Assessment of the performance of trainees before and
after the training has taken place
Assessment of the financial turnover of the business
Assessment of the profit margins of the business
Assessment of the sales of the business
The retention of key staff
Other (PLEASE SPECIFY)
Don’t know (DO NOT READ OUT)
Q24:
Route
Go to Q23
Go to Q24
Go to Q25
Code
Route
1
2
3
Go to Q25
4
5
6
7
8
9
Why don’t you assess the impact of training on the performance of your business?
SELECT ALL APPLICABLE, PROMPT ONLY IF NECESSARY
Response / Category
Not perceived as being important
Insufficient money to do so
Insufficient time to do so
Insufficient staff resources to do so
Simply responding to legislative requirements or compliance
Unable to isolate the impact of training from other factors which may
have contributed to results
Other (please specify)
Don’t know (DO NOT READ OUT)
Code
1
2
3
4
5
6
7
8
IF RESPONDENT ANSWERS Q24 GO TO Q26
Assessment of Current Provision (UK)
Page 223 of 250
July 2006
Q25:
What impact would you say the training you have offered to your employees has had
on…….? PROMPT WITH SCALE. SELECT ONE OPTION ONLY FOR EACH
CATEGORY
Response / Category
Overall Business Productivity
Productivity of employees in
Management Occupations (if
offered training at QD3)
Productivity of employees in
Sales Occupations (if offered
training at QD3)
Productivity of employees in
Workshop Occupations (if
offered training at QD3)
Productivity of employees in
Administrative Occupations (if
offered training at QD3)
Staff retention
Attracting and recruiting staff
Q26:
Large
impact
1
Small
impact
2
No
impact
3
Unable to
say
4
Don’t
know
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
1
2
2
3
3
4
4
5
5
Overall, how satisfied are you with the impact that the training your employees have
received has had on the performance of your business? PROMPT WITH SCALE.
SELECT ONE OPTION ONLY
Response / Category
Very satisfied
Fairly satisfied
Not very satisfied
Not at all satisfied
Don’t know (DO NOT READ OUT)
Q27:
Code
1
2
3
4
5
Route
Ask Q27
Ask Q27
Ask Q28
Ask Q28
Go to Q29
ASK ALL VERY SATISFIED / FAIRLY SATISFIED AT Q26
Why do you say that? DO NOT READ OUT. CODE ALL MENTIONED
Response / Category
Improved Business Productivity
Improved Financial Turnover of the Business
Improved Profit Margins of the Business
High financial ROI (Return on Investment) from training expenditure
Helped business meet strategic objectives
Gives a competitive edge to organisation
Improvements in quality of work / less wastage / customer returns
Improvements in staff motivation
Improvements in knowledge of employees
Other (specify) …………………………
Don't know
Assessment of Current Provision (UK)
Page 224 of 250
Code
1
2
3
4
5
6
7
8
9
10
11
July 2006
Q28:
ASK ALL NOT VERY SATISFIED / NOT AT ALL SATISFIED AT Q26
Why do you say that? DO NOT READ OUT. CODE ALL MENTIONED
Response / Category
Little or no impact on Business Productivity
Little or no impact on Financial Turnover
Little or no impact on Profit Margins
Low financial ROI (Return on Investment) from training expenditure
Direct costs of training have been too high (i.e. cost of the training)
Indirect costs of training have been too high (i.e. reduced productivity whilst
training; cost of cover for employees undergoing training; cost of other staff
meeting the administrative requirements of training etc)
Hasn’t helped business meet strategic objectives
Hasn’t given a competitive edge to organisation
Little or no improvement in quality of work / wastage / customer returns
Little or no improvement in staff motivation
Little or no improvement in relevant knowledge of employees / training did not
provide the skills the business needs
Other (specify) …………………………
Don't know
Assessment of Current Provision (UK)
Page 225 of 250
Code
1
2
3
4
5
6
7
8
9
10
11
12
13
July 2006
SECTION F: CHARACTERISTICS OF THE SAMPLED ESTABLISHMENT
(Number of Questions: 4 Min 4 Max)
“Finally, I would like to obtain some background information on your business.”
Q29:
Which of the following Automotive activities do you undertake at this location?
READ OUT ACTIVITIES AND SELECT ALL APPLICABLE
Response / Category
Code
New vehicle sales
Used vehicle sales
Regular maintenance and repair
Parts suppliers, including factories, wholesalers and retailers
MOT testing and certification
Vehicle body repairs
Restoration services
Valeting services
Fast-fit operations
Other fitting operations
Roadside rescue and recovery services
Vehicle leasing and contract hire
Daily vehicle rental
Q30:
Which of the following best describes your organisation’s type in the UK? READ OUT
CATEGORIES AND SELECT ONE OPTION ONLY
Response / Category
Single site company or business
Independent company with multiple sites
Group of companies operating under different names
Q31:
1
2
3
4
5
6
7
8
9
10
11
12
13
Code
1
2
3
Route
Go to Q32
Ask Q31
Ask Q31
ASK Q31 IF ‘MULTIPLE SITES’ OR ‘GROUP’ SELECTED AT Q30
What are the main functions of this site? SELECT ALL APPLICABLE. PROMPT IF
NECESSARY
Response / Category
UK Head Office
Regional Head Office
Sales / Retail Branch
Workshop
Warehouse / Depot
Training Centre
Other (please specify)
Assessment of Current Provision (UK)
Code
1
2
3
4
5
6
7
Page 226 of 250
July 2006
Q32:
Including yourself, can you tell me which of these category bands best represents the
number of people working at this location? READ OUT CATEGORIES AND SELECT
ONE OPTION ONLY
Response / Category
1
2-4
5-9
10-24
25-49
50-99
100+
Don’t know (DO NOT READ OUT)
Q33:
Code
1
1
2
3
4
5
6
7
Thinking of all the people who work at this location, what percentage work in the
following four occupational categories? READ OUT FOUR OCCUPATIONAL
CATEGORIES AND ADD PERCENTAGE FOR EACH. ENSURE THAT TOTAL
ADDS UP TO 100%
Response / Category
Management Occupations
Sales Occupations
Workshop Occupations
Administrative Occupations
Percentage
Don’t Know
3
3
3
3
100%
Assessment of Current Provision (UK)
Page 227 of 250
July 2006
SECTION G: FUTURE CONTACT
(Number of Questions: 2 Min 2 Max)
34.
Automotive Skills believe that capturing the views of employers within the sector is
vital to its successful development. With this in mind, would it be possible for
Automotive Skills to approach you in the future to take part in similar research
activities?
Response / Category
Yes
No
35.
Code
1
2
Route
Go to Q35
Thank and Close
Would it be possible to obtain an email address which Automotive Skills could use to
contact you again in the future?
Response / Category
Yes (Capture Email Address)
No
Assessment of Current Provision (UK)
Code
1
2
Page 228 of 250
Route
Thank and Close
Thank and Close
July 2006
Appendix 23: CoVE Focus Group Discussion Guide
Assessment of Current Provision in the Automotive Sector
Introduction
Assessment of Current Provision is the second stage of the Sector Skills Agreement process
being brokered by Automotive Skills. It essentially acts as the balance to Stage One, the
Skills Needs Review which focuses on employers. This second stage is an assessment of the
effectiveness of current workforce development activity in meeting the requirements identified
through the sectoral needs analysis phase. This will include a review of current expenditure
on all workforce development activities, examining the range, nature and employer relevance
of current public and private provision.
Crucial to this activity is understanding the type of provision available, the number of people
accessing this provision and the quality of provision available. As part of this assessment
additional work will be undertaken with providers to ascertain the take up of provision.
However, equally important is to contact providers to discuss the nature of courses available
and the funding and curriculum structures behind them.
This assessment will be representative across the four countries of the United Kingdom and
also across the 13 sub-sectors of the downstream automotive industry.
Key topics for discussion
1.
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6.
Relationship between providers and employers
How does this relationship work in practice? Who leads? Who uses what services?
Are some sub-sectors easier to engage with than others?
On what basis do you engage with employers? What drives this (e.g. funding)?
What kinds of training are on offer?
Profile of provision by Level of qualification – and who funds what?
Type of training available i.e. basic skills, generic skills, vs. technical qualifications
Role of apprenticeships and other vocational qualifications – what about completion rates?
Take up rates of different types of provision – length of courses?
Differences between on-site and off-site training
Availability of facilities and resources
What types of training facilities exist? Do these always match employer
expectations/requirements?
To what extent are they used by other training organisations to supply local needs?
Is location a key factor in determining participation and availability of resources? What impact
does travel time have?
What needs to be developed in the future to provide world class training opportunities?
Progression routes
To what extent are there progressive links between the different levels of qualification?
What connections exist with the Higher Education sector, if any? How much progression is
there?
What relationships exist with other providers, including schools, etc?
Curriculum design and funding of qualifications
Who is involved in designing curriculum for automotive courses?
To what extent are employers involved?
What types of training do employers fund?
What proportion of training is funded by individual employees?
Quality assurance
Assessment of Current Provision (UK)
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July 2006
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7.
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Which external organisations, such as ALI, are involved is assessing quality?
Are current quality assessment procedures valid and valuable to you? Or to employers?
To what extent have CoVEs developed bespoke quality assessments?
Are these recognised/used by employers?
The future of the sector
What will drive the business development model for CoVEs?
What policy and legislative changes are likely to have the biggest impact on provision and
employer needs?
How will CoVEs have developed in 5,10 years time?
What changes could be made to have the greatest impact on the funding, availability and take
up of provision in the Automotive sector?
This is not an exhaustive list of topics. The aim of this activity is to listen to the views of the
participants and therefore the aim of the discussion guide is to provide topics for discussion
rather than a structured interview schedule.
We are happy to consult with members after the meeting by telephone or email if other
important issues emerge after the discussion has been completed.
In order to gather the detailed information required for the Stage 2 process, Ci Research will
be contacting each CoVE individually to discuss the availability of statistics and learner data.
Assessment of Current Provision (UK)
Page 230 of 250
July 2006
Appendix 24: Overview of Stage 2 Methodology and Sampling
Stage 2 of the Sector Skills Agreement was constructed using information obtained from a
range of secondary and primary research activities.
Secondary Research
Secondary data for Stage 2 was sourced by both Automotive Skills and Ci Research.
Provision
Using a series of Learn Direct classification codes (LDSC codes) selected by Automotive
Skills, Ci Research sourced a database of courses serving the sector from the University for
Industry (UfI), in order to provide a snapshot of the characteristics of provision (see Section
5). However, as a database could not be provided with the LDSC codes included, courses
were manually assigned to subject areas. Similarly, qualification levels were allocated via
primary research activities; including provider website analysis and telephone enquiries.
Once the database was constructed, GIS (Geographical Information Systems) software was
utilised to produce a range of maps giving a geographical overview of the number of courses
serving the retail automotive sector in each region or nation of the UK, encompassing
analysis of both course level and subject. In order to show all qualifications on one map,
courses were coded using the England, Wales and Northern Ireland Qualification Framework.
Whilst the UfI database cannot be considered a complete list, with particular concern raised
over the level of accuracy in Scotland, it did provide the most comprehensive indication of
how provision was distributed across the UK.
Funded Learner Data
In order to enable assessment of the take-up of learning, learning demographics and
achievement, Automotive Skills sourced data from the public sector funders of Further
Education and Work Based Learning in each of the four home countries; England (from the
Learning and Skills Council (LSC)), Scotland (from Scottish Enterprise (SEn) and Highland
and Islands Enterprise (HIE)), Wales (from Education and Learning Wales (ELWa)) and
Northern Ireland (from the Department for Education and Learning (DELNI)). Additional
Further Education data for Scotland was sourced by Ci Research from the Scottish Funding
Council (SFC). Higher Education statistics for the sector were obtained by Ci Research from
Assessment of Current Provision (UK)
Page 231 of 250
July 2006
the Higher Education Statistics Agency (HESA) and the Universities and Colleges Admissions
Service (UCAS).
However, due to variations in data collection systems, the level and detail of the information
available differed. Where information gaps were identified, each funding council was
approached for additional detail, however the data was either unavailable or resources did not
permit the supply of such data. As such, the Stage 2 report represents the most up-to-date
and comprehensive overview of publicly funded learner data that was available at the time of
publication.
Private Sector Training Provision
In addition to the training supplied by the public sector through further and higher education
institutions, and work based learning providers, training is also delivered by employers in the
workplace. Therefore, as part of the assessment of current provision, data was sourced from
a range of secondary sources such as SSDA Matrix, Futureskills Scotland, the Department
for Education and Learning in Northern Ireland (DELNI and Future Skills Wales in order to
identify the incidence of this type of training in the sector.
Quality of Provision
In order to offer an assessment of the quality of training provision in each of the four home
countries, Ci Research sourced and examined assessments undertaken by the relevant
inspection bodies.
For provision in England, the available Ofsted inspection reports of providers of automotive
courses were assessed in terms of retention rates, pass rates and overall inspection grades
for Engineering and Motor Vehicle Departments. Similarly, Adult Learning Inspectorate (ALI)
reports were assessed for providers of Engineering, Technology and Manufacturing work
based learning, both in terms of the overall inspection grade and in relation to the grades
awarded for leadership and management, equal opportunities and quality assurance. This
information was analysed for regional variations.
With regards to Northern Ireland, the Education and Training Inspectorate (ETI) reports were
assessed. However, whilst the ETI is introducing a numerical grading system, the data
accumulated was insufficient at the time this report was produced to enable any meaningful
conclusions to be drawn. As such, the overall rating was based on an assessment of the
content of the conclusion or main findings sections of the inspection reports. Whilst these
assessments were subjective they did enable an overview of the quality of provision in
Northern Ireland to be produced.
Assessment of Current Provision (UK)
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July 2006
For provision in Scotland, the quality inspection reports of Further Education colleges offering
courses in Road Vehicle Engineering and/or Vehicle Maintenance / Repair (as indicated by
the Scottish Funding Council enrolment data) were assessed in terms overall college
performance. These HM Inspectorate of Education (HMIe Scotland) assessments focused on
a range of indicators, including educational leadership and direction; guidance and support;
resources and services to support the learner; staff; quality assurance; and quality
improvement. Where subject specific evaluations had also been undertaken in the broad
subject category of ‘Engineering’ these were also assessed.
For Wales, the inspection reports of HM Inspectorate for Education and Training in Wales
(Estyn) were analysed, assessing overall Further Education establishment performance
against seven key evaluation questions. These questions focused on learner achievement;
the effectiveness of teaching, training and assessment; the extent to which the needs of
learners and wider community were being met; the level of care, guidance and support for
learners; the effectiveness of leadership and strategic management; the quality of evaluation
and improvement activities; and the effectiveness of resource utilisation.
Unfortunately, comparative analysis was restricted by the different inspection methodologies
and reporting approaches used in each of the four home countries and by the fact that not all
public sector training providers servicing the sector had received recent inspections.
Primary Research
Figure 157.
Primary Research Activities
In collaboration with Automotive Skills, Ci Research designed and conducted a number of
large scale quantitative and qualitative investigations in order to support and explore the
issues behind the secondary data.
Qualitative Research
Assessment of Current Provision (UK)
Page 233 of 250
July 2006
The qualitative components of the research involved focus groups and depth interviews.
Focus group activities centred on a series of six Regional Employer Workshops organised by
Automotive Skills and facilitated by Ci Research. These took place in the fourth quarter of
2005 in Thatcham (01/09), Loughborough (06/09), Bristol (08/09), Manchester (13/09),
Newcastle (14/09) and Edinburgh (23/11), with discussions focusing on key issues for
workforce development and training in the sector. An additional focus group was conducted in
November 2005 with members of the retail automotive CoVE Quality Improvement Group
(see Appendix 23 for the discussion guide) to examine key issues facing public sector
training, both in the short, medium and long term.
In addition to the focus group activity, 40 depth interviews were conducted in the first quarter
of 2006 with a group of UK employers and training providers highlighted by Automotive Skills
as being either ‘exemplar’ or highly knowledgeable. The employers included small, medium
and large scale employers, whilst the group of training providers covered both public and
private sector. Lines of enquiry followed structured discussion guides (see Appendices 20 and
21) in order to elicit detailed and comparable responses. Training provider questioning
focused on market assessment activities, funding issues, quality assurance, networking
activities, and the future of training within the sector. Employer interviews focused on the
drivers of training, priorities for upgrading skills, training plans and budgets, the delivery of
training, and return on investment assessments.
Quantitative Research
To support this qualitative information, a quantitative survey of employers operating within the
retail automotive sector was also conducted. The sampling framework for the 2006 survey of
employers in the retail automotive sector utilised the Automotive Sector Integrated Research
Database.
38
This was constructed by Simpson Carpenter Ltd. on behalf of Automotive Skills
in September 2005 and represents the most comprehensive database of employers located
within the sector. It utilises data sourced from Yellow Pages, Dun & Bradstreet, and Sewells
‘Who Owns Who’ Database (covering car dealerships) and has been constructed around the
following SIC codes:
ƒ
5010
Sale of motor vehicles
ƒ
5020
Maintenance and repair of motor vehicles
ƒ
5030
Sale of motor vehicle parts and accessories
ƒ
5040
Sale, maintenance and repair of motorcycles, parts and accessories
ƒ
7110
Rent of automobiles
ƒ
7430
Technical testing and analysis (part only covering MOT inspection)
38
Simpson Carpenter Ltd. (2005) Automotive Sector Integrated Research Database
Assessment of Current Provision (UK)
Page 234 of 250
July 2006
The database is segmented by site type, region, employee numbers and primary activity
categories.
After consultation between Ci Research and Automotive Skills, a maximum sample size of
600 interviews was agreed. This was segmented by geographic location and company size in
order to offer a representative view of the opinions and experiences of employers.
Rather than using the entire database of 70,391 sites it was determined that the survey
should focus solely on Head Office locations, excluding subsidiary, divisional and branch
operations. It was felt that this would ensure that the respondents were those who were
responsible for making decisions with regards to training and would prevent the replication of
responses from branches of the same organisation. As such, the sampling framework was
constructed around a database of 52,035 organisations.
Figure 158. Retail Automotive Sector Head Offices
Country / Region
1-9 Employees 10-99 Employees
100+ Employees
Total
North East
1,675
222
22
1,919
North West
5,183
802
104
6,089
Yorkshire & Humber
4,012
590
93
4,695
East Midlands
3,200
547
75
3,822
West Midlands
4,427
707
96
5,230
South West
4,122
696
95
4,913
East
5,106
762
84
5,952
South East
6,661
1,128
162
7,951
London
3,225
445
66
3,736
Wales
2,318
350
42
2,710
Scotland
3,035
464
46
3,545
N Ireland
Total
1,262
199
12
1,473
44,226
6,912
897
52,035
Source: Simpson Carpenter Ltd (2005) Automotive Sector Integrated Research Database
Within the timeframe set for the survey, a total of 599 quantitative interviews were completed
with establishments in the Automotive Skills footprint. Reflecting the characteristics of the
sector these were predominantly with organisations with between 1 and 9 employees (511
interviews). 79 interviews were completed with organisations which had between 10 and 99
employees and 9 interviews with organisations with over 100 employees. 510 of these
interviews were with employers located in the nine English regions. Of the remaining, 41 were
completed with employers in Scotland, 31 with employers in Wales, and 17 with employers in
Northern Ireland.
The quantitative questionnaire examined a wide range of issues, including training plans and
budgets, the drivers of training, training activities, and the impact of training. Responses were
weighted to reflect the actual population of the retail automotive sector.
Assessment of Current Provision (UK)
Page 235 of 250
July 2006
Figure 159.
Responses to the Quantitative Survey
Country / Region
North East
North West
Yorkshire & Humber
East Midlands
West Midlands
South West
East
South East
London
Wales
Scotland
N Ireland
Total
1-9 Employees
19
61
46
37
51
48
59
76
37
27
35
15
511
10-99 Employees
3
9
7
6
8
8
9
13
5
4
5
2
79
100+ Employees
0
1
1
1
0
1
1
2
1
0
1
0
9
Total
22
71
54
44
59
57
69
91
43
31
41
17
599
Source: Simpson Carpenter Ltd (2005) Automotive Sector Integrated Research Database
Assessment of Current Provision (UK)
Page 236 of 250
July 2006
Glossary
Courses and Qualifications
Courses
When this report refers to courses, it refers to a programme of learning being carried out by
an individual training provider or college, which may or may not lead to a qualification. More
than one course available at an institution may lead to the same qualification.
Qualifications
When this report refers to qualifications, it refers to a specific type of programme of learning,
as accredited by an accreditation body such as QCA. In most cases, multiple training
providers will offer courses leading to any one qualification.
Types of Skills
Basic Skills
Basic Skills are considered to be a subset of particularly important Key Skills/Generic Skills
crucial for good performance in training, work and life in general. Official qualifications titled
‘Basic Skills’ are available. Basic Skills may also be referred to (outside Scotland) as Core
Skills, and some of the qualifications (e.g. IMI) use this title. They are usually defined as:
ƒ
Communication (including Literacy)
ƒ
Numeracy
ƒ
ICT
Core Skills
In Scotland, Core Skills are an officially assessed set of skills, considered to be essential for
employment. Core Skills are those generic skills that can help individuals improve their own
learning and performance in education and training, work and life in general. A set of official
qualifications in Core Skills are available, which form an integral part of all Modern
Apprenticeships in Scotland. Core Skills are defined as:
ƒ
Working with Others
ƒ
Communication (including Literacy)
ƒ
Numeracy
ƒ
Problem Solving
ƒ
ICT
Outside Scotland, Core Skills is an unofficial synonym for ‘Basic Skills’.
Assessment of Current Provision (UK)
Page 237 of 250
July 2006
Essential Skills
Essential Skills are the most basic set of generic employability skills. Although definitions
vary, and the term may be used informally to refer to a wider set of generic skills, they are
usually defined only as literacy and numeracy. For example, the Essential Skills Support Unit
(http://www.essu.org) define it as: “The ability to read, write and speak in English / Welsh and
to use mathematics at a level necessary to function and progress at work and in society in
general.”
Generic Skills
Generic Skills is a term used by this report to refer to skills useful in the workplace which are
transferable between employers and sectors, in particular communication, problem solving
and team working.
Key Skills
Key Skills are those generic skills that can help individuals improve their own learning and
performance in education and training, work and life in general. Apart from in Scotland, they
are an officially defined and assessed set of skills, considered to be essential for employment.
A set of official Key Skills qualifications are available in England, Wales and Northern Ireland,
which form an integral part of apprenticeship frameworks. Although the term may be used
unofficially in Scotland, the standard Scottish qualifications are in ‘Core Skills’. Key Skills are
defined as:
ƒ
Communication (including Literacy)
ƒ
Numeracy
ƒ
ICT
ƒ
Working with Others
ƒ
Problem Solving
ƒ
Self Improvement
Life Skills
Life Skills is an informal term used by this report to refer to a set of skills relating to the ability
to work with managers and other employees in the workplace, primarily attitude, motivation,
willingness to learn and reliability.
Technical Skills
Technical Skills in this report is a term used to refer to generic or specific vocational skills
involving the use or repair of machinery or vehicles, whether these skills are taught by an
external training provider or in the workplace. This would include, for example, a course in
Vehicle Maintenance and Repair.
Assessment of Current Provision (UK)
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July 2006
Types of Training Provision
External Training Provision
Provision of training by a college or other training provider separate to the organisation
employing the learner; whether that training is delivered by within the workplace or at a
designated external site.
Internal Training Provision
Training provided by employees of the company employing the learner. This may be provided
in the workplace or at an external training centre.
Formal Training Provision
For the purposes of this report, Formal Training Provision is defined as any learning activity,
whether provided externally or internally, which leads to a formally recognised qualification.
Informal Training Provision
For the purposes of this report, Informal Training Provision is defined as any learning activity,
whether provided externally or internally, which does not lead to a formally recognised
qualification.
Assessment of Current Provision (UK)
Page 239 of 250
July 2006
Abbreviations
Figure 160.
Abbreviation
ABC
ACCAC
Abbreviations
Full Title
Awarding Body Consortium
Qualifications, Curriculum and Assessment Authority
for Wales (n.b. now part of DELLS)
A Level
Advanced Level
AEAs
Advanced Extension Awards
ALI
ALP
ANIC
AoC
ARMS
Adult Learning Inspectorate
Association of Learning Providers
Association of Northern Ireland Colleges
Association of Colleges
Automotive Retail Management Standards
AS Level
Advanced Subsidiary Level
ASPB
Assembly Sponsored Public Body
AVCE
Advanced Vocational Certificate of Education
AWM
BTEC
C&G
CAO
CBI
Advantage West Midlands (RDA)
Business and Technology Education Council
City and Guilds
Central Applications Office
Confederation of British Industries
Council for the Curriculum, Examinations and
Assessment
Chartered Management Institute
Credit and Qualifications Framework for Wales
Centres of Vocational Excellence
Learning and Skills Development Agency Wales (n.b.
now part of DELLS)
Diploma Development Partnership
Department for Enterprise, Innovation and Networks
Department for Education, Lifelong Learning and Skills
Department for Employment and Learning
Department for Education
Department of Enterprise, Trade and Investment
Department for Education and Skills
Department of Trade and Industry
Department for Work and Pensions
Entry to Employment
Northern Ireland Education Authority
Electronic Control Unit
East of England Development Agency (RDA)
Education and Library Board
Education and Learning Wales (n.b. now part of
DELLS)
East Midlands Development Agency (RDA)
Her Majesty’s Inspectorate of Education (HMIe) Wales
Education and Training Inspectorate
Enterprise, Transport and Lifelong Learning
Department
Federation of Awarding Bodies
Further Education
Framework for Economic Development in Scotland
Further Education Funding Council for Wales (n.b.
now part of DELLS)
Further Education Statistical Record
CCEA
CMI
CQFW
CoVEs
Dysg
DDP
DEIN
DELLS
DELNI
DENI
DETINI
DfES
DTI
DWP
E2E
EANI
ECU
EEDA
ELB
ELWa
EMDA
Estyn
ETI
ETLLD
FAB
FE
FEDS
FEFCW
FESR
Assessment of Current Provision (UK)
Page 240 of 250
UK Relevance
Wales
England, Wales, Northern
Ireland
England, Wales, Northern
Ireland
England
Northern Ireland
England
England, Wales, Northern
Ireland
Wales
England, Wales, Northern
Ireland
England
Ireland
Northern Ireland
Wales
England
Wales
England
Wales
Wales
Northern Ireland
Northern Ireland
Northern Ireland
England
England
England
England
Northern Ireland
England
Northern Ireland
Wales
England
Wales
Northern Ireland
Scotland
Scotland
Wales
Northern Ireland
July 2006
Abbreviation
FfA
FSA
Full Title
Framework for Achievement
Financial Services Authority
GCE
General Certificate of Education (A Level)
GCSE
General Certificate of Secondary Education
GNVQ
General National Vocational Qualification
HE
HEFCE
HEFCW
HESA
HIE
HNC
HND
HNQ
HMIe
HV
ICT
ICTU
ILR
IMI
IT
JCQ
KEF
KPIs
LDA
LDCS
LEC
LFS
LLSC
LLWR
LSC
LSDA
LSN
LV
Higher Education
Higher Education Funding Council for England
Higher Education Funding Council for Wales
Higher Education Statistics Agency
Highlands and Islands Enterprise
Higher National Certificate
Higher National Diploma
Higher National Qualification
Her Majesty’s Inspectorate of Education
Heavy Vehicle
Information and Communication Technology
The Irish Congress of Trades Unions
Individual Learning Record
The Institute of the Motor Industry
Information Technology
Joint Council for Qualifications
Knowledge Exploitation Fund
Key Performance Indicators
London Development Agency (RDA)
LearnDirect Classification System
Local Enterprise Company
Labour Force Survey
Local Learning and Skills Council
Lifelong Learning Wales Record
Learning and Skills Council
Learning and Skills Development Agency
Learning and Skills Development Agency Northern
Ireland
Learning and Skills Network
Light Vehicle
MA
Modern Apprenticeship
MAIG
MSDA
NAA
NA/NR
NC
ND
NDPB
NESS
NI
Modern Apprenticeship Implementation Group
Modern Skills Diploma for Adults
National Assessment Authority
Not Applicable / Not Recorded
National Certificate
National Diploma
Non-Departmental Public Body
National Employers Skills Survey
Northern Ireland
The Northern Ireland Committee of the Irish Congress
of Trades Unions
Northern Ireland Skills Monitoring Survey
National Occupations Standards
National Planning Framework System
National Qualification
National Qualifications Framework
National Vocational Qualifications
North West Development Agency (RDA)
Oxford, Cambridge and Royal Society of Arts Exam
Board
LSDA NI
NIC.ICTU
NISMS
NOS
NPFS
NQ
NQF
NVQs
NWDA
OCR
Assessment of Current Provision (UK)
UK Relevance
Northern Ireland
Page 241 of 250
England, Wales, Northern
Ireland
England, Wales, Northern
Ireland
England, Wales, Northern
Ireland
England
Wales
Scotland
Scotland
Scotland
Ireland
England
Wales
England
Scotland
England
Wales
England
Northern Ireland
England
Scotland, Wales, Northern
Ireland
Scotland
Wales
England
England
Northern Ireland
Northern Ireland
Wales
Scotland
England
England
July 2006
Abbreviation
OFSTED
ONE
PDA
QAA
QCA
QCG
QIA
RDA
RSP
SCQF
SD
SEEDA
SEn
SESS
SFC
SFEFC
SFEU
SHEFC
SIC
SMEs
SNA
SQA
SQMS
SQS
SSA
SSCs
SSDA
SSS
STUC
SULF
SVQs
SWDA
TUC
UCAS
UfI
UHI
ULF
UK
Full Title
Office for Standards in Education
One North East (RDA)
Professional Development Award
Quality Assurance Agency
Qualifications and Curriculum Authority
Qualifications and Curriculum Group (of DELLS)
Quality Improvement Agency
Regional Development Agency
Regional Skills Partnership
Scottish Credit and Qualifications Framework
Specialised Diploma
South East England Development Agency (RDA)
Scottish Enterprise
Scottish Employers Skills Survey
Scottish Funding Council
Scottish Further Education Funding Council
Scottish Further Education Unit
Scottish Higher Education Funding Council
Standard Industry Classification
Small and Medium Enterprises
Skills Needs Assessment
Scottish Qualifications Authority
Scottish Quality Management System
Sector Qualifications Strategy
Sector Skills Agreement
Sector Skills Councils
Sector Skills Development Agency
Smart Successful Scotland strategy
Scottish Trades Unions Council
Scotland Union Learning Fund
Scottish Vocational Qualifications
South West Development Agency (RDA)
Trades Unions Council
Universities and Colleges Admissions Service
University for Industry
University of the Highlands and Islands
Union Learning Fund
United Kingdom
VCE
Vocational Certificate of Education
VGCSE
Vocational General Certificate of Education
VRQs
WBL
WDA
WDP
WESS
WFC
WJEC
WTUCC
WULF
YF
Vocationally Related Qualifications
Work Based Learning
Welsh Development Agency (n.b. now part of DEIN)
Workforce Development Plan
Welsh Employers Skills Survey
Welsh Funding Councils
Welsh Joint Education Committee
Welsh Trade Unions Council Cymru
Wales Union Learning Fund
Yorkshire Forward (RDA)
Assessment of Current Provision (UK)
Page 242 of 250
UK Relevance
England
England
Scotland
England, Northern Ireland
Wales
England
England
England
Scotland
England
England
Scotland
Scotland
Scotland
Scotland
Scotland
Scotland
Scotland
Scotland
Wales
Scotland
Scotland
Scotland
Scotland
England
Scotland
England
England, Wales, Northern
Ireland
England, Wales, Northern
Ireland
Wales
Wales
Wales
Wales
Wales
Wales
England
July 2006
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--------------------------------------------------------------------
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National Statistics (2004) National Statistics Population Estimates 2004
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Scotland
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July 2006
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BBC (website, 08/2006) Questions over quango replacement, 1 Apr 2006, http://news.bbc.co.uk/
1/hi/wales/4866732.stm
BBC (website, 08/2006) Schools in Wales FAQ http://www.bbc.co.uk/wales/schoolgate/yourquestions/
Careers Wales (website, 08/2006) Further Education, http://www.careerswales.com/
Coleg Glan Hafren (website, 08/2006) Coleg Glan Hafren, http://www.glan-hafren.ac.uk/
ELWa (website, 08/2006) HNDs & HNCs, http://www.elwa.ac.uk/elwaweb/elwa.aspx?pageid=520
ELWa (website, 08/2006) Key Work, http://www.elwa.ac.uk/ElwaWeb/elwa.aspx?pageid=3447
ELWa (website, 08/2006) Learning while you work,
http://www.elwa.ac.uk/ElwaWeb/elwa.aspx?pageid=2950
ELWa (2006) Lifelong Learning Wales Record (2003/04), automotive sector data provided by ELWa
for this report
ELWa (website, 08/2006) HNDs & HNCs, http://www.elwa.ac.uk/elwaweb/elwa.aspx?pageid=520
Estyn (website, 08/2006) About Us, http://www.estyn.gov.uk/
Estyn (2006) Further Education Inspection Reports (2001-2005)
Fforwm (website, 08/2006) About Us, http://www.fforwm.ac.uk/
Future Skills Wales (2003) Future Skills Wales 2003 Skills Survey
National Assembly for Wales (2001) Wales: The Learning Country
UK National Reference Point for Vocational Qualifications (website, 08/2006) Vocational
Qualifications in Wales, http://www.uknrp.org.uk/Pages/UK_Voc_Quals/Welsh_Qualifications.asp
Welsh Assembly Government (website, 08/2006) DEIN, http://new.wales.gov.uk/about/departments/dein
Welsh Assembly Government (2005) Skills and Employment Action Plan 2005
Assessment of Current Provision (UK)
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Welsh Assembly Government (2005) Wales: A Vibrant Economy
Welsh Assembly Government (2003) Wales: A Better Country: The Strategic Agenda of the Welsh
Assembly Government
Welsh Assembly Government (2003) Iaith Pawb: A National Action Plan for a Bilingual Wales
Welsh Trades Unions Council Cymru Learning (website, 08/2006) About WTUC Learning,
http://www.wtuclearn.org.uk/
WJEC (website, 08/2006) Qualifications, http://www.wjec.co.uk/exams.html
Northern Ireland
Association of Northern Ireland Colleges (website, 08/2006) About Us,
http://www.femeansbusiness.com/
Automotive Skills (website, 09/2006) UK Representation: Northern Ireland, http://www.automotiveskills.org.uk/auto/control/RegionalNIreland
BBC (website, 08/2006) Schools in Northern Ireland,
http://www.bbc.co.uk/dna/actionnetwork/A1181819
Castlereagh College (website, 08/2006) What is Jobskills?
http://www.castlereagh.ac.uk/what_is_jobskills.html
CCEA (website, 08/2006) List of Qualifications, http://www.ccea.org.uk/
Central Applications Office (Ireland) (website, 08/2006) Course Search 2005/06, http://www.cao.ie/
Department for Education (DENI) (website, 08/2006) About the Department: Policies and Strategies
Department for Employment and Learning (DELNI) (website, 08/2006) About the Department,
http://www.delni.gov.uk/index/about-the-dept.htm
Department for Employment and Learning (DELNI) (2006) Success through Skills: A strategy for
2006
Department for Employment and Learning (DELNI) (2006) Training for Success: Consultation
Department for Employment and Learning (DELNI) (2004) Further Education Means Business
Department for Employment and Learning (DELNI) (2003) Northern Ireland Skills Monitoring Survey
2002
Assessment of Current Provision (UK)
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July 2006
Department for Enterprise, Trade and Investment (DETINI) (2005) Economic Vision for Northern
Ireland
Education and Training Inspectorate (2006) Further Education Inspection Reports (2003-2006)
Enterprise Northern Ireland (website, 08/2006) About Us, http://www.enterpriseni.com/
Irish Congress of Trade Unions (ICTU) (website, 08/2006) http://www.ictu.ie/
LSDA Northern Ireland (2006) LSDA NI Business Plan 2006-07
Northern Ireland Executive (2005) Press Release, Nov 2005: Angela Smith Welcomes
Modernisation of Education Administration
Qualifications and Curriculum Authority (QCA) (website, 08/2006) Northern Ireland,
http://www.qca.org.uk/ 159.html
Assessment of Current Provision (UK)
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July 2006